This study investigates the relationship between socioeconomic status (SES) and self-confidence among rural students from economically weaker sections (EWS) in the Akola District. Socioeconomic inequality operates as a substantial structural barrier, significantly influencing students' educational achievements, emotional stability, and holistic personality development. Utilizing a descriptive correlational design, data was gathered from students in rural Akola and the surrounding Western Vidarbha region. Statistical analysis yielded a remarkably high positive correlation (r = 0. 983) between SES and self-confidence. Even though the majority of the sample originated from lower socioeconomic backgrounds and exhibited only average academic achievement, teacher evaluations revealed robust participation in sports and co-curricular activities. These findings emphasize the urgent necessity for targeted educational support, psychological counseling, and policy interventions designed to bridge the academic and emotional gaps experienced by economically disadvantaged rural youth.
Tambekar et al. (Fri,) studied this question.