Background: Students with disabilities face significant psychosocial challenges, including social isolation, bullying, and low self-esteem, which negatively impact their educational progress, academic performance, and emotional well-being. In Yem Zone, inclusive education policies exist but are poorly implemented due to inadequate training, resources, and collaboration among educators. This study seeks to address this gap by identifying challenges and proposing actionable solutions to improve support systems. Method: The study used a mixed-methods approach, combining structured surveys of 75 students with disabilities and semi-structured interviews with 12 educators and 9 stakeholders. Data collection focused on psychosocial challenges, their impact on academic performance, and barriers to support. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis to provide a detailed understanding of the issues. Results: The findings revealed that students with disabilities face critical psychosocial challenges, including social isolation (86.7%), bullying (48%), and low self-esteem (97.3%), all of which adversely affect academic performance. Barriers to effective support included a lack of training, insufficient resources, and poor communication among school personnel, with 100% of respondents highlighting these issues. Conclusion: The study highlights the urgent need for effective support systems to address the psychosocial and academic challenges of students with disabilities. Recommendations include training educators, allocating more resources, promoting collaboration among stakeholders, and conducting awareness campaigns to foster inclusive attitudes. Recruiting and training psychology professionals and exploring the use of technology for support are also critical. Future research should focus on long-term interventions and their impact.
| Published in | International Journal of Psychological and Brain Sciences (Volume 10, Issue 1) |
| DOI | 10.11648/j.ijpbs.20251001.11 |
| Page(s) | 1-22 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Students with Disability, Psychosocial Problems, Psychosocial Support, Inclusive Education, Primary School
No | Characteristics of respondents | Sex | Total | Frequency in% | |
|---|---|---|---|---|---|
Male | Female | ||||
1 | Students with disabilities | 35 | 40 | 75 | 78.12 |
2 | School principals | 3 | 3 | 6 | 6.25 |
3 | SNE teachers | 3 | 3 | 6 | 6.25 |
4 | Parents of SWD | 3 | 3 | 6 | 6.25 |
5 | Core – team leaders | 2 | 1 | 3 | 3.13 |
Total | 46 | 50 | 96 | 100% | |
No | Types of tool | Types of participants | Sex | Total | Percentage | |
|---|---|---|---|---|---|---|
Male | Female | |||||
1 | Questionnaires | Students with disabilities | 35 | 40 | 75 | 70.16 |
School principals | 3 | 3 | 6 | |||
Teacher of SNE | 3 | 3 | 6 | |||
Total | 41 | 46 | 87 | |||
2 | Interview | Students with disabilities | 3 | 3 | 6 | 12.10 |
Parents of SWD | 3 | 3 | 6 | |||
Core-team leaders | 2 | 1 | 3 | |||
Total | 8 | 7 | 15 | |||
3 | FGD | School principals | 3 | 3 | 6 | 16.94 |
Parents of SWD | 3 | 3 | 6 | |||
SEN Teachers | 3 | 3 | 6 | |||
Core team leaders | 2 | 1 | 3 | |||
Total | 11 | 10 | 21 | |||
4 | Observation | The researcher | 1 | - | 1 | 0.80 |
Toal | 61 | 63 | 124 | 100% | ||
Frequency | Percent | ||
|---|---|---|---|
SEX | Male | 35 | 46.7 |
Female | 40 | 53.3 | |
Total | 75 | 100.0 | |
AGE | 11-15 | 65 | 86.7 |
16-20 | 10 | 13.3 | |
Total | 75 | 100.0 | |
GRAD | 5 | 17 | 22.7 |
6 | 22 | 29.3 | |
7 | 16 | 21.3 | |
8 | 20 | 26.7 | |
Total | 75 | 100.0 | |
SCHOOL | Sajaprimery school | 30 | 40.0 |
Fofaprimery school | 24 | 32.0 | |
Tobaprimery school | 21 | 28.0 | |
Total | 75 | 100.0 | |
No | Questionnaires | Alternatives | Frequency | Percentage |
|---|---|---|---|---|
1 | Difficulties in making friends and socializing with classmates | Strongly agree | 65 | 86.7 |
Agree | 10 | 13.3 | ||
Total | 75 | 100.0 | ||
2 | Feelings of being left out or excluded by peers. | Strongly agree | 39 | 52.0 |
Agree | 34 | 45.3 | ||
Not agree | 2 | 2.7 | ||
Total | 75 | 100.0 | ||
3 | Bullying or teasing from other students. | Strongly agree | 36 | 48.0 |
Agree | 23 | 30.7 | ||
Not agree | 16 | 21.3 | ||
Total | 75 | 100.0 | ||
4 | Feelings of frustration or anger due to challenges related to your disability | Strongly agree | 43 | 57.3 |
Agree | 31 | 41.3 | ||
Not agree | 1 | 1.3 | ||
Total | 75 | 100.0 | ||
5 | Low self-esteem or lack of confidence in your abilities | Strongly agree | 73 | 97.3 |
Agree | 2 | 2.7 | ||
Total | 75 | 100.0 | ||
6 | Difficulty participating in classroom activities or expressing your ideas | Strongly agree | 57 | 76.0 |
Agree | 14 | 18.7 | ||
Not agree | 4 | 5.3 | ||
Total | 75 | 100.0 | ||
7 | Struggles with managing emotions or dealing with stress | Strongly agree | 72 | 96.0 |
Agree | 3 | 4.0 | ||
Total | 75 | 100.0 | ||
8 | Challenges in accessing school facilities or participating in extracurricular activities. | Strongly agree | 46 | 61.3 |
Agree | 24 | 32.0 | ||
Not agree | 5 | 6.7 | ||
Total | 75 | 100.0 |
No | Questionnaires | Alternatives | Frequency | Percentage |
|---|---|---|---|---|
9 | Difficulty concentrating in class | Strongly agree | 39 | 52.0 |
Agree | 23 | 30.7 | ||
Not agree | 13 | 17.3 | ||
Total | 75 | 100.0 | ||
10 | Feeling unmotivated to learn | Strongly agree | 26 | 34.7 |
Agree | 36 | 48.0 | ||
Not agree | 13 | 17.3 | ||
Total | 75 | 100.0 | ||
11 | Struggling to complete assignments or homework | Strongly agree | 51 | 68.0 |
Agree | 22 | 29.3 | ||
Not agree | 2 | 2.7 | ||
Total | 75 | 100.0 | ||
12 | Negative impact on grades or academic achievement | Strongly agree | 75 | 100.0 |
1 | Are you aware of any activities or programs in your school that aim to provide psychosocial support for students with disabilities? | Yes | 11 | |
No | 64 | |||
Total | 75 | |||
2 | How often do you engage in activities or programs that promote psychosocial support for students with disabilities in your school? | Frequently | - | - |
Occasionally | - | - | ||
Rarely | 13 | 17.3 | ||
Never | 62 | 82.7 | ||
Total | 75 | 100.0 | ||
Social skills training or work shops | 12 | 16.0 | ||
Inclusive classroom practices | 63 | 84.0 | ||
Total | 75 | 100.0 | ||
3 | How effective do you believe theses psychosocial support practices or programs are in alleviating the issues faced by SWDs? | Highly Effective | 68 | 90.7 |
Somewhat Effective | 7 | 9.3 | ||
Total | 75 | 100.0 |
No | Questionnaires | Alternatives | Frequency | Percentage |
|---|---|---|---|---|
6 | Do you feel that your school provides a supportive environment for students with disabilities? | Yes | 11 | 14.7 |
No | 64 | 85.3 | ||
Total | 75 | 100.0 | ||
7 | What aspects of your school environment contribute to a supportive atmosphere for students with disabilities? | inclusive and accepting attitudes among students and staff | 43 | 57.3 |
accessible facilities and resources | 4 | 5.3 | ||
supportive and understanding teachers | 23 | 30.7 | ||
peer support and positive social interactions | 5 | 6.7 | ||
Total | 75 | 100.0 |
1 | In your opinion, who do you believe is the appropriate authority responsible for providing psychosocial support in Yeme Zone primary schools? | school administration | 1 | 1.3 |
special education department | 1 | 1.3 | ||
school counselors or psychologists | 62 | 82.7 | ||
class room teachers | 11 | 14.7 | ||
Total | 75 | 100.0 | ||
2 | Are you aware of any authority or person in your school who provides psychosocial support to students? | yes i am aware | 74 | 98.7 |
no i am not aware | 1 | 1.3 | ||
Total | 75 | 100.0 | ||
3 | If you are aware of an authority or person responsible for providing psychosocial support, how effective do you think they are in fulfilling their responsibilities? | highly effective | 1 | 1.3 |
Neutral | 1 | 1.3 | ||
not very effective | 33 | 44.0 | ||
not applicable | 40 | 53.3 | ||
Total | 75 | 100.0 | ||
4 | What specific psychosocial support services or activities have you received in your school? | group counseling or support groups | 1 | 1.3 |
peer support or mentoring programs | 73 | 97.3 | ||
None /6/ | 1 | 1.3 | ||
Total | 75 | 100.0 |
d | Are you aware of any psychosocial support services provided in your school to support students with | yes i am aware | 10 | 13.3 | Mean | St.d |
no i am not aware | 63 | 84.0 | ||||
4 | 2 | 2.7 | ||||
Total | 75 | 100.0 | ||||
How do you believe psychosocial support services contribute to the academic achievement of students with disabilities? | Motivation and Engagement in Learning | 75 | 100.0 | |||
Self-esteem and Self-confidence | 75 | 100.0 | ||||
Emotional Regulation and Stress Management | 75 | 100.0 | ||||
Social Skills Development | 75 | 100.0 | ||||
Classroom Participation and Interaction | 75 | 100.0 | ||||
Pre-test | 75 | 100 | 1.19 | 0.049 | ||
Post –test | 75 | 100 | 2.21 | 0.048 |
No | Questionnaires | Alternatives | Frequency | Percentage |
|---|---|---|---|---|
1 | How satisfied are you with the psychosocial support services provided in your school to support students with disabilities? | very satisfied | 2 | 2.7 |
Neutral | 10 | 13.3 | ||
somewhat dissatisfied | 63 | 84.0 | ||
Total | 75 | 100.0 |
No | Questionnaires | Alternatives | Frequency | Percentage |
|---|---|---|---|---|
1 | Difficulties in social interactions with peers | Strongly agree | 10 | 83.3 |
Agree | 2 | 16.7 | ||
Total | 12 | 100.0 | ||
2 | Low self-esteem and lack of confidence | Strongly agree | 1 | 8.3 |
Agree | 8 | 66.7 | ||
Not agree | 3 | 25.0 | ||
Total | 12 | 100.0 | ||
3 | Bullying or discrimination from other students | Strongly agree | 1 | 8.3 |
Agree | 6 | 50.0 | ||
Not agree | 5 | 41.7 | ||
Total | 12 | 100.0 | ||
4 | Feelings of isolation or exclusion. | Strongly agree | 6 | 50.0 |
Agree | 3 | 25.0 | ||
Not agree | 3 | 25.0 | ||
Total | 12 | 100.0 | ||
5 | Emotional challenges such as anxiety or depression | Strongly agree | 11 | 91.7 |
Not agree | 1 | 8.3 | ||
Total | 12 | 100.0 | ||
6 | Lack of motivation or engagement in school activities | Strongly agree | 3 | 25.0 |
Agree | 8 | 66.7 | ||
Not agree | 1 | 8.3 | ||
Total | 12 | 100.0 | ||
7 | Difficulties in adapting to classroom routines and expectations | Strongly agree | 7 | 58.3 |
Agree | 5 | 41.7 | ||
Total | 12 | 100.0 | ||
8 | Challenges in accessing and participating in extracurricular activities. | Strongly agree | 2 | 16.7 |
Agree | 9 | 75.0 | ||
Not agree | 1 | 8.3 | ||
Total | 12 | 100.0 |
9 | psychosocial problems affect the academic performance of students with disabilities | Strongly agree | 3 | 25.0 |
Agree | 7 | 58.3 | ||
Not agree | 2 | 16.7 | ||
Total | 12 | 100.0 | ||
10 | Decreased focus and concentration | Strongly agree | 3 | 25.0 |
Agree | 8 | 66.7 | ||
Not agree | 1 | 8.3 | ||
Total | 12 | 100.0 | ||
11 | Reduced motivation to learn | Strongly agree | 3 | 25.0 |
Agree | 8 | 66.7 | ||
Not agree | 1 | 8.3 | ||
Total | 12 | 100.0 | ||
12 | Impaired ability to participate in class activities | Strongly agree | 9 | 75.0 |
Agree | 3 | 25.0 | ||
Total | 12 | 100.0 | ||
13 | Negative impact on overall academic achievement | Strongly agree | 11 | 91.7 |
Agree | 1 | 8.3 | ||
Total | 12 | 100.0 |
1 | Are you familiar with the concept of psychosocial support for students with disabilities? | Yes | - | - |
No | 12 | 100.0 | ||
Total | 12 | 100.0 | ||
2 | Are you aware of any policies or guidelines in place that emphasize the importance of psychosocial support for students with disabilities? | Yes | - | - |
No | 12 | 100.0 | ||
Total | 12 | 100.0 | ||
3 | To what extent do you believe that psychosocial support is important for students with disabilities? | Extremely Important | 6 | 50.0 |
Important | 5 | 41.67 | ||
Not very important | 1 | 8.33 | ||
Total | 12 | 100.0 | ||
4 | How often do you engage in activities or strategies that promote psychosocial support for students with disabilities in your classroom? | Rarely | 5 | 41.7 |
Never | 7 | 58.3 | ||
Total | 12 | 100.0 | ||
5 | What types of psychosocial support activities or strategies do you implement in your classroom? | facilitate peer interactions and inclusive socialization | 1 | 8.3 |
encouraging open communication and creating supportive classroom environment | 6 | 50.0 | ||
Implementing individualized behavior management plans | 5 | 41.7 | ||
Total | 12 | 100.0 | ||
6 | How effective do you believe these psychosocial support practices are in alleviating the issues faced by students with disabilities? | Highly effective | 7 | 58.3 |
Somewhat effective | 5 | 41.7 | ||
Total | 12 | 100.0 |
1 | Do you feel that your school provides a supportive environment for students with disabilities? | Yes | - | - |
No | 12 | 100.0 | ||
2 | What aspects of your school environment contribute to a supportive atmosphere for students with disabilities? | Inclusive and accepting attitudes among students and staff | 4 | 33.3 |
Accessible facilities and resources | 3 | 25.0 | ||
All contributed | 5 | 41.7 | ||
Total | 12 | 100.0 | ||
3 | What support or intervention strategies have you found effective in addressing the psychosocial problems faced by students with disabilities in school? | Group counseling or support groups | 1 | 8.3 |
Social skills training | 1 | 8.3 | ||
Peer mentoring or buddy systems | 3 | 25.0 | ||
Inclusive classroom practices | 7 | 58.3 | ||
Total | 12 | 100.0 |
1 | In your opinion, what are the main challenges or barriers in providing psychosocial support for students with disabilities in your school? | Lack of awareness or understanding among students and staff | 12 | 100.0 |
limited resource or funding for support programs | 12 | 100.0 | ||
bullying or discrimination from other students | 12 | 100.0 | ||
insufficient training or professional development for teachers | 12 | 100.0 | ||
inadequate communication or collaboration among staff members | 12 | 100.0 |
1 | Who, in your opinion, is the appropriate authority responsible for providing psychosocial support in you primary schools? | School counselors or psychologists | 12 | 100.0 |
2 | Do you believe there is a clear designation of roles and responsibilities for the authority responsible for providing psychosocial support in your school? | Roles and responsibilities are not clearly defined | 12 | 100.0 |
3 | If there is a designated authority responsible for providing psychosocial support in your school, how effective do you think they are in fulfilling their responsibilities? | highly Effective | 9 | 75.0 |
somewhat Effective | 3 | 25.0 | ||
Total | 12 | 100.0 |
1 | Do you collaborate with other professionals (e.g., counselors, therapists) to provide psychosocial support for students with disabilities? | Yes | - | - |
No | 12 | 100.0 | ||
Total | 12 | 100.0 | ||
2 | Are there any specific resources or support systems available in your school to assist teachers in providing psychosocial support for students with disabilities? | Special education resources or support teams | 12 | 100.0 |
1 | How do you perceive the contributions of psychosocial support services to the academic achievement of students with disabilities | Motivation and Engagement in Learning | 12 | 100.0 |
Self-esteem and Self-confidence | 12 | 100.0 | ||
Emotional Regulation and Stress Management | 12 | 100.0 | ||
Social Skills Development | 12 | 100.0 | ||
Classroom Participation and Interaction | 12 | 100.0 |
1 | How effectively do you collaborate with the professionals providing psychosocial support services to students with disabilities in your school? | Neutral | 1 | 8.3 |
not very effectively | 7 | 58.3 | ||
not at all effectively | 4 | 33.3 | ||
Total | 12 | 100.0 | ||
2 | How well do you integrate psychosocial support strategies into your teaching practices to support the academic achievement of students with disabilities? | not very well | 7 | 58.3 |
not at all | 5 | 41.7 | ||
Total | 12 | 100.0 |
AAA | Augmentative and Alternative Communication |
DEOs | District Education Officers |
DPID | Disabled People's International Delineated. |
DSM | Diagnostic and Statistical Manual. |
IE | Inclusive Education |
LD | Learning Disabilities. /learning Difficulties/ |
SIDs | Students with Intellectual Disabilities. |
SLD | Specific Learning Disability. |
SWDs | Students with Disabilities |
UAE | United Arab Emirates. |
UDL | Universal Design for Learning |
IEP | Individualized Education Program |
FGD | Focal Group Discussion |
SNE | Special Need Education |
SPSS | Statistical Product and Service Solution. |
| [1] | Ahmed, F., Alhajeeli, N., Badheeb, M., Ghabisha, S., Mahyoub, B., & Salem, A. (2024). A call for global intervention: The pressing requirement to address the health emergency in Gaza health crisis. Avicenna, 2024(1). |
| [2] | Akinyemi, A. F., Rembe, S., Shumba, J., & Adewumi, T. M. (2019). Collaboration and mutual support as processes established by communities of practice to improve continuing professional teachers’ development in high schools. Cogent Education, 6(1). |
| [3] | Bamforth, K., Rae, P., Maben, J., Lloyd, H., & Pearce, S. (2023). Perceptions of healthcare professionals’ psychological wellbeing at work and the link to patients’ experiences of care: A scoping review. International Journal of Nursing Studies Advances, 5(August), 100148. |
| [4] | Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2004). Classroom Participation and Discussion Effectiveness: Student-Generated Strategies. Communication Education, 53(1), 103–115. |
| [5] | Denham, S. A., & Brown, C. (2010). “Plays nice with others”: Social-emotional learning and academic success. Early Education and Development, 21(5), 652–680. |
| [6] | Giangreco, M. F., & Doyle, M. B. (2007). Teacher assistants in inclusive schools. The SAGE Handbook of Special Education, September, 429–439. |
| [7] | Hollings, S. (2021). Implementation Barriers of Inclusive Education and Their Impact on Stakeholders: A Review of the Literature. International Journal of Childhood Education, 2(1), 27–45. |
| [8] | Kassaw, C., Demareva, V., Negash, M., & Sime, Y. (2024). Psychosocial determinants of academic achievement in Ethiopian higher education students, 2024. Systematic review and meta-analysis. Heliyon, 10(17), e36465. |
| [9] | LaFrance, D. L., Weiss, M. J., Kazemi, E., Gerenser, J., & Dobres, J. (2019). Multidisciplinary Teaming: Enhancing Collaboration through Increased Understanding. Behavior Analysis in Practice, 12(3), 709–726. |
| [10] | Lito D. Mallillin, Leovigildo, C. Lipayon, I., B. Mallillin, J., & May S. Mallillin, D. (2021). Behavior and Attitude of Students in the New Normal Perspective of Learning. EAS Journal of Psychology and Behavioral Sciences, 3(2), 21–27. |
| [11] | N. Ibarra, B. (2022). Understanding SEL to Create a Sense of Belonging: The Role Teachers Play in Addressing Students’ Social and Emotional Well-Being. Current Issues in Education, 23(2), 2018–2019. |
| [12] | Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student Self-Efficacy, Classroom Engagement, and Academic Achievement: Comparing Three Theoretical Frameworks. Journal of Youth and Adolescence, 48(2), 326–340. |
| [13] | Porta, T., Todd, N., & Gaunt, L. (2022). ‘I do not think I actually do it well’: a discourse analysis of Australian senior secondary teachers’ self-efficacy and attitudes towards implementation of differentiated instruction. Journal of Research in Special Educational Needs, 22(3), 297–305. |
| [14] | Quílez-Robres, A., Usán, P., Lozano-Blasco, R., & Salavera, C. (2023). Emotional intelligence and academic performance: A systematic review and meta-analysis. Thinking Skills and Creativity, 49(February 2022). |
| [15] | Rafiq, S., Afzal, A., & Kamran, F. (2022). Impact of School Environment on Students’ Academic Achievements at the University Level. VFAST Transactions on Education and Social Science, 10(4), 19–30. |
| [16] | Rone, N. A., Amor, N., Guao, A., Jariol, M. S., Acedillo, N. B., Balinton, K. R., & Francisco, J. O. (2023). STUDENTS’ LACK OF INTEREST, MOTIVATION IN LEARNING, AND CLASSROOM PARTICIPATION: HOW TO MOTIVATE THEM? PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL Students’ Lack of Interest, Motivation in Learning, and Classroom Participation: How to Motivate Them? Psych Educ, 7(March), 585. |
| [17] | Rubin, K. H., & Rubin, K. H. (2015). Peer relationships Peer Relationships Kenneth H. Rubin, Robert J. Coplan, Xinyin Chen, Julie C. Bowker, Kristina L. McDonald, and Sara Heverly-Fitt Center for Children, Relationships, and Culture Department of Human Development University of Ma (Issue January 2016). |
| [18] | Schunk, D. H., & DiBenedetto, M. K. (2021). Self-efficacy and human motivation. Advances in Motivation Science, 8(November), 153–179. |
| [19] | Shogren, K. A., Gross, J. M. S., Forber-Pratt, A. J., Francis, G. L., Satter, A. L., Blue-Banning, M., & Hill, C. (2015). The perspectives of students with and without disabilities on inclusive schools. Research and Practice for Persons with Severe Disabilities, 40(4), 243–260. |
| [20] | Suldo, S. M., Gormley, M. J., DuPaul, G. J., & Anderson-Butcher, D. (2014). The Impact of School Mental Health on Student and School-Level Academic Outcomes: Current Status of the Research and Future Directions. School Mental Health, 6(2), 84–98. |
| [21] | Tarbox, J. (2014). Organizational Structure. Evidence-Based Treatment for Children with Autism: The CARD Model, 230(May), 433–443. |
| [22] | Technology, C. (2021). Support Services for Students with Disabilities in Higher Education Institutions : A Case of the University of Dar- es -Salaam in Tanzania. V(X), 56–61. |
| [23] | WHO. (2017). Health Facilities for All. World Health Organization. |
| [24] | Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. |
| [25] | Bartz, J. (2020). All Inclusive?! Empirical Insights into Individual Experiences of Students with Disabilities and Mental Disorders at German Universities and Implications for Inclusive Higher Education. Education Sciences, 10(9), 223. |
| [26] | Ginja, T. G., & Chen, X. (2023). Conceptualising inclusive education: The role of teacher training and teacher’s attitudes towards inclusion of children with disabilities in Ethiopia. International Journal of Inclusive Education, 27(9), 1042–1055. |
| [27] | Helmer, J., Kasa, R., Somerton, M., Makoelle, T. M., & Hernández-Torrano, D. (2023). Planting the seeds for inclusive education: One resource centre at a time. International Journal of Inclusive Education, 27(5), 586–602. |
| [28] | Kryukova, N. I., Rastorgueva, N. E., Popova, E. O., Zakharova, V. L., Aytuganova, J. I., & Bikbulatova, G. I. (2023). Examining the implementations related to teaching science to students with disabilities. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), em2306. |
| [29] | Lawson, A., & Beckett, A. E. (2021). The social and human rights models of disability: Towards a complementarity thesis. The International Journal of Human Rights, 25(2), 348–379. |
| [30] | Melvin, G. A., Freeman, M., Ashford, L. J., Hastings, R. P., Heyne, D., Tonge, B. J., Bailey, T., Totsika, V., & Gray, K. M. (2023). Types and correlates of school absenteeism among students with intellectual disability. Journal of Intellectual Disability Research, 67. |
| [31] | Oguntayo, R., Agberotimi, S. F., Oyeleke, J. T., Olaseni, A. O., & Ayinde, A. A. (2020). Psychosocial Factors Influencing Learning Difficulties Among Individuals with Special Needs. European Review Of Applied Sociology, 13(20), 33–42. |
| [32] | Serry, T., Snow, P., Hammond, L., McLean, E., & McCormack, J. (2022). Educators’ perspectives about teaching and supporting students with learning difficulties in reading. Australian Journal of Education, 66(3), 292–313. |
| [33] | Sosango, G. S. (2021). The Challenges of Inclusive Education in Ethiopia: The Reality on the Ground. 1(1). |
APA Style
Mengesha, A. S., Gashe, T., Jibril, A. (2025). Psychosocial Problems of Students with Disabilities Face and Available Psychosocial Support They Receive in Yem Zone Primary School. International Journal of Psychological and Brain Sciences, 10(1), 1-22. https://doi.org/10.11648/j.ijpbs.20251001.11
ACS Style
Mengesha, A. S.; Gashe, T.; Jibril, A. Psychosocial Problems of Students with Disabilities Face and Available Psychosocial Support They Receive in Yem Zone Primary School. Int. J. Psychol. Brain Sci. 2025, 10(1), 1-22. doi: 10.11648/j.ijpbs.20251001.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijpbs.20251001.11,
author = {Addisu Shewaye Mengesha and Tagesu Gashe and Aminu Jibril},
title = {Psychosocial Problems of Students with Disabilities Face and Available Psychosocial Support They Receive in Yem Zone Primary School},
journal = {International Journal of Psychological and Brain Sciences},
volume = {10},
number = {1},
pages = {1-22},
doi = {10.11648/j.ijpbs.20251001.11},
url = {https://doi.org/10.11648/j.ijpbs.20251001.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijpbs.20251001.11},
abstract = {Background: Students with disabilities face significant psychosocial challenges, including social isolation, bullying, and low self-esteem, which negatively impact their educational progress, academic performance, and emotional well-being. In Yem Zone, inclusive education policies exist but are poorly implemented due to inadequate training, resources, and collaboration among educators. This study seeks to address this gap by identifying challenges and proposing actionable solutions to improve support systems. Method: The study used a mixed-methods approach, combining structured surveys of 75 students with disabilities and semi-structured interviews with 12 educators and 9 stakeholders. Data collection focused on psychosocial challenges, their impact on academic performance, and barriers to support. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis to provide a detailed understanding of the issues. Results: The findings revealed that students with disabilities face critical psychosocial challenges, including social isolation (86.7%), bullying (48%), and low self-esteem (97.3%), all of which adversely affect academic performance. Barriers to effective support included a lack of training, insufficient resources, and poor communication among school personnel, with 100% of respondents highlighting these issues. Conclusion: The study highlights the urgent need for effective support systems to address the psychosocial and academic challenges of students with disabilities. Recommendations include training educators, allocating more resources, promoting collaboration among stakeholders, and conducting awareness campaigns to foster inclusive attitudes. Recruiting and training psychology professionals and exploring the use of technology for support are also critical. Future research should focus on long-term interventions and their impact.},
year = {2025}
}
TY - JOUR T1 - Psychosocial Problems of Students with Disabilities Face and Available Psychosocial Support They Receive in Yem Zone Primary School AU - Addisu Shewaye Mengesha AU - Tagesu Gashe AU - Aminu Jibril Y1 - 2025/01/07 PY - 2025 N1 - https://doi.org/10.11648/j.ijpbs.20251001.11 DO - 10.11648/j.ijpbs.20251001.11 T2 - International Journal of Psychological and Brain Sciences JF - International Journal of Psychological and Brain Sciences JO - International Journal of Psychological and Brain Sciences SP - 1 EP - 22 PB - Science Publishing Group SN - 2575-1573 UR - https://doi.org/10.11648/j.ijpbs.20251001.11 AB - Background: Students with disabilities face significant psychosocial challenges, including social isolation, bullying, and low self-esteem, which negatively impact their educational progress, academic performance, and emotional well-being. In Yem Zone, inclusive education policies exist but are poorly implemented due to inadequate training, resources, and collaboration among educators. This study seeks to address this gap by identifying challenges and proposing actionable solutions to improve support systems. Method: The study used a mixed-methods approach, combining structured surveys of 75 students with disabilities and semi-structured interviews with 12 educators and 9 stakeholders. Data collection focused on psychosocial challenges, their impact on academic performance, and barriers to support. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis to provide a detailed understanding of the issues. Results: The findings revealed that students with disabilities face critical psychosocial challenges, including social isolation (86.7%), bullying (48%), and low self-esteem (97.3%), all of which adversely affect academic performance. Barriers to effective support included a lack of training, insufficient resources, and poor communication among school personnel, with 100% of respondents highlighting these issues. Conclusion: The study highlights the urgent need for effective support systems to address the psychosocial and academic challenges of students with disabilities. Recommendations include training educators, allocating more resources, promoting collaboration among stakeholders, and conducting awareness campaigns to foster inclusive attitudes. Recruiting and training psychology professionals and exploring the use of technology for support are also critical. Future research should focus on long-term interventions and their impact. VL - 10 IS - 1 ER -
School of Public Health, College of Medicine and Health Sciences, Yem Saja Secondary High School, Saja, Ethiopia
