Ecological framework suggests that poor family socieconomic status and

school social capital have negative influences on young children’s proper development,

social well-being, and primary school attainment. Using representative sample (young

children) aged 5–12 from northwestern primary schools this study examines whether or

not family (origin of family, lower socioeconomic status, limited resources), and poor

school social capital (language problem, poor social relation with classmate and

teacher, and teacher punishment in classroom) are significantly related to primary

school attainment (late enrollment and irregular class attendance) in tri-ethnic (e.g.,

Santal, Oraon & Hindu) children in rural Bangladesh. Applying binary logistic regression

results indicate that late enrollement and irregular class attendance are significantly

associated with their poor family SES and school social factors. Of the predicting

factors, ethnic identity is positively related to late enrollment and irregular class

attendance, but lower family income is negatively related to late primary school

enrollment. In addition, landlessness and teacher’s punishment are negatively linked

to irregular class attendance among the ethnic children in rural Bangladesh. Despite

some limitations: randomization and causal or interaction effects of family and school

factors by ethnic identity on children’s primary school attainment, the findings may

have social policy implications in tri-ethnic children’s primary school attainment,

improving ethnic identity status, family SES, and school social capital.