Evaluating the role of social inclusion in the self-esteem and academic inclusion of adolescents with vision impairment

Abstract

Adolescents with vision impairment report deficient feelings of school belonging and challenges in developing social relationships with teachers and classmates. These challenges negatively affect other aspects of their school lives such as their academic learning. However, there is very little empirical research into the social dimensions of school inclusion in adolescents with vision impairment and their role in socio-emotional development and academic inclusion. The authors conducted two empirical studies to examine the following two dimensions of social inclusion in school: school belonging and close relationships at school. The relationship between school belonging and self-esteem and the relationship between close relationships at school and academic inclusion were also examined. Both studies recruited adolescents with severe sight impairment, sight impairment, and sighted adolescents. Study 1 involved 44 adolescents aged 12–18 years attending both mainstream and special schools in the United Kingdom. In Study 2, 42 adolescents aged 12–14 years, attending only mainstream schools in the United Kingdom, participated. The first study took place in seven UK schools, whereas the second study was conducted online. Adolescents were asked to complete questionnaires that examined school belonging, close relationships at school, self-esteem, and academic inclusion. The findings indicated that adolescents with sight impairment felt significantly less socially included compared to their peers. School belonging significantly influenced specific areas of self-esteem and the social relationships with close friends had a significant effect on academic inclusion. No group differences were found in the self-esteem and development of close social relationships between adolescents with and without vision impairment. Overall, our research highlighted the school experiences of adolescents with vision impairment and underlined the positive role of school inclusion in their academic experiences and socio-emotional development. Unexpectedly, it appears that adolescents with sight impairment experience socio-emotional challenges in their school inclusion, which should be addressed in future research and practice.