Patriarchal norms constitute one of the most pervasive structural forces shaping the educational trajectories of girl children, particularly in India. Rooted in cultural, social, and religious beliefs that valorise male authority and diminish female agency, these norms operate at the family, community, school, and policy levels to restrict girls' access to and completion of formal education. Drawing on empirical evidence and sociological frameworks, this paper critically examines how son preference, early marriage, domestic labour burdens, mobility restrictions, gendered school cultures, and biased curricula collectively function as barriers to girls' schooling. It further explores how intersecting inequalities of caste, class, and religion intensify educational exclusion. The paper concludes by reflecting on the transformative potential of feminist pedagogy, community mobilisation, and inclusive policy frameworks — including NEP 2020 — in dismantling patriarchal barriers and realising every girl child's right to quality education.