This study explored the influence of socio-economic status, parental education and literacy and educational challenges on children's educational access in Christian brick kiln communities of Punjab, Pakistan. The study utilized a quantitative research design with 383 respondents who were gathered with survey questionnaire. The data were analysed using descriptive statistical analysis such as mean and standard deviation. It found that poverty, child labour, low literacy of parents, poor education facilities and social discrimination have a significant impact in the education participation of children. The financial constraints and child labour had a significant impact on school attendance and continuity, with the high degree of agreement among respondents, and the parents' limited literacy was also thought to have a negative effect on school support at home. Overall, the study revealed that institutional obstacles such as inadequate infrastructure, limited government support and the absence of inclusive education policies also hinder access to quality education. Further, financial support, transport facilities, scholarship schemes, and gender sensitive learning environment were identified by respondents as effective programs to enhance access to education. The study identifies the need for a comprehensive approach of socio-economic and educational interventions to guarantee equitable educational opportunities to children of the margins.

The Keywords: Socio-economic status, parents’ literacy, access to education, child labour, brick kiln communities, marginalised children, Pakistan.