The Government’s policy, Guideline on Complaint Hearing 2016, envisions that Nepal’s community schools form a Complaint Hearing Committee consisting of a female teacher, head teacher, representatives of School Management Committee and Parents Teacher Association, elected women member of ward level, and members of child club. In addition, a ‘complaint box’ is set up and operationalized in the school premise with the purpose of creating a safe learning environment in schools. However, there is a general lack of research in this domain, especially in the context of Nepal about the state of policy implementation and its effects on the overall aspects of school education. In this context, where does this idea of institutionalizing complaint response mechanism in schools come from in the policy discourse? What is the state of policy and practice at the ground? How relevant this idea is to create a safe leaning environment in schools for all the children? What is its effect on improving learning outcomes?

To explore the issue, qualitative research method will be employed undertaking case study of two community schools in Baglung district of the Gandaki Province. Specifically, in-depth interviews with teachers, parents, students, members of complaint hearing committee, and representatives of School Management Committee and Parents Teacher Association will be conducted, analysed, and contextualized to generate critical insights and learning. In this way, this research will critique on Nepal’s policy making as well as implementation process in the education sector.