The objective of this qualitative study was to examine the experiences of the Christian students on access and equity issues faced in primary schools of Pakistan. The research was undertaken to investigate the socio-economic, cultural, institutional and interpersonal challenges that impact Christian learners' schooling experiences. Thematic analysis was used to analyse data from semi-structured interviews conducted with Christian students and parents. The results showed that levels of poverty, low family income and unstable family circumstances had a significant impact on access and continuity of education. The study also revealed that there was peer discrimination, social isolation, derogatory labelling, unequal treatment by teachers and less involvement in school activities among Christians. Moreover, the curriculum was not religiously inclusive, with a disproportionate emphasis on the teaching of Islamic contents in educational resources and a lack of Christian perspectives. Christian Families have shown their resilience and commitment towards education with support from their community and church in spite of these challenges. The study suggests inclusive educational policies, culturally sensitive curricula, anti-discrimination practices and teacher training programs to foster educational equity and inclusion for religious minority students.

The keywords: Christian students, educational access, educational equity, marginalisation, inclusion, minority education, primary schools, qualitative study.