A new study by the Aga Khan University finds one in four children aged 3 to 8 attending public schools in Karachi are at high risk of developmental delays, with children from low-income families and ethnic minority groups-particularly Pashtun students-disproportionately affected.
Researchers assessed children enrolled in Katchi, Grade 1 and Grade 2 across five developmental domains: social and emotional, physical, language, cognition and communication. Using the Early Developmental Index (EDI), the team reported that 28% of children were vulnerable in at least one domain, while roughly 10% showed difficulties across all five areas.
The analysis highlights striking disparities by ethnicity and gender. Pashtun children recorded the highest rates of developmental vulnerability compared with Urdu, Sindhi, Punjabi, Balochi and other language groups. Boys were significantly more likely than girls to register delays or lag behind peers on the EDI measures.
Study authors say the findings point to a combination of factors shaping early development. Family income, cultural background and gender all contributed to children’s developmental health, indicating that socio-economic and environmental influences play a major role in early childhood outcomes.
‘An individual’s early years are their most sensitive period, where the most rapid growth and development occurs,’ said Dr. Seema Lasi, Assistant Professor at Aga Khan University 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.’
The study urges prompt, targeted interventions to address gaps detected in public school populations. Recommendations include focused programs and policies designed to support children at risk and to strengthen early learning and family support services across vulnerable communities.
‘Children thrive when they are supported by both quality education and a stable, nurturing home,’ said Dr. Salman Kirmani, Director, Centre of Excellence – Women and Child Health, and Interim Director, Human Development Programme at Aga Khan University. ‘Developmental health isn’t just a medical concern; it’s a societal responsibility that begins at home and extends to every classroom.’
By identifying developmental vulnerability early, researchers say policymakers and educators can better design interventions that protect children’s growth and promote long-term wellbeing, reducing the likelihood of persistent educational and social disadvantages.