This study investigates the phenomenon of “missing youth” in Namibia, referring to children aged 13–16 who have never attended school or who dropped out before completing basic education. Using both quantitative data from national census records and qualitative participatory rural appraisal methods, the study focuses on four priority groups characterised by high rates of non-attendance, dropout, and over-age learners: communities along the Angolan border (Ohangwena), commercial farmworker families in Hochfeld, and the San and Ovahimba groups in Otjozondjupa and Kunene regions. Findings reveal that conflict-related disruptions, labour demands for cattle herding, chronic poverty, employer pressure on farmworker families, early marriage, polygamy, and cultural perceptions of schooling significantly constrain educational access among these youth. Additional barriers include hidden schooling costs, uniform requirements, stigma related to traditional clothing, and school policies that force pregnant learners to drop out. The study highlights both structural and cultural factors that marginalise vulnerable children from the education system and provides recommendations for improving inclusive access to basic education.