KARACHI: A study conducted by the Aga Khan University (AKU) has found that one in four children, aged three to eight, attending public schools in Karachi are at high risk of developmental delays.
The developmental delays mean a child has not achieved expected age-related skills in one or more areas, such as movement, speech, thinking, or social skills.
The study also finds that children from low-income families and ethnic minority backgrounds are especially vulnerable to developmental delays.
Using an Urdu translation of the Early Years Development Instrument (EDI), the study assesses the developmental health and vulnerability of 9,372 kindergarten-aged children in 397 government-run schools. They were measured in each of five developmental domains — social and emotional, physical, language, cognition, and communication skills.
AKU study reveals children from low-income and ethnic minority backgrounds ‘more vulnerable’
The study also examines differences in vulnerability in physical, social-emotional and cognitive domains based on the children’s gender, family income, and ethnic background.
It finds that 28 per cent of children were vulnerable in at least one of these domains, while about 10 percent struggled in all five.
Three groups have been identified — boys, children from low-income families, and children with ethnic minority backgrounds — who are more likely to be vulnerable in any of the domains.
Pashtun children exhibited the highest vulnerability rates across all domains, measured by Early Developmental Index (EDI) compared to Urdu, Sindhi, Punjabi, Balochi, and other speakers.
The findings highlight that children (in the study) who experienced social disadvantages were more likely to be developmentally vulnerable, which may negatively impact their further development and success in school.
It reveals that overall, children’s developmental vulnerability is shaped by a combination of factors — gender, family income, and ethnic background.
The study says it is important to identify these gaps early as the identification can help form strategies that can systematically protect and support the healthy development of all children in the society.
Supportive environment
According to the study, assessing and supporting early childhood development is a global priority. However, the understanding of the developmental health of young children from lower and middle-income countries, including Pakistan, remains limited.
The findings underscore the need for universal and targeted programmes and policies to reduce childhood vulnerability in Pakistan. This includes supporting at-risk subgroups of children and promoting equity from an early stage in life.
“An individual’s early years are their most sensitive period, where the most rapid growth and development occurs,” says Dr Seema Lasi, Assistant Professor at the AKU and co-author of the research.
“A child’s developmental health is deeply influenced by their parents, teachers and the social and environmental factors they grow up in. When we invest in early learning and create safe, nurturing environments, we lay the foundation for healthier, more resilient generations.”
Dr Salman Kirmani, Director, Centre of Excellence — Women & Child Health, and Interim Director, Human Development Programme at the AKU, adds: “Children thrive when they are supported by both quality education and a stable, nurturing home. Developmental health isn’t just a medical concern; it’s a societal responsibility that begins at home and extends to every classroom.”
Published in Dawn, August 28th, 2025