Psychosocial Challenges and Mental Health of Students with Visual Impairment in Inclusive Schools

Abstract

Students with visual impairment (VI) in inclusive schools encounter unique psychosocial challenges that often remain invisible within policy-driven discourses of inclusive education. Bullying, stigma, and social exclusion compromise their mental health, while limited peer support and inadequate teacher preparedness exacerbate vulnerability. This study, conducted across Delhi–NCR schools, employed a mixed-methods approach using surveys (N=100 VI students from government and private inclusive schools) and in-depth interviews (n=30: parents, and teachers). Thematic analysis of interview transcripts and field notes identified four global themes: Bullying & Stigma, Social Exclusion, Peer Support Systems, and Post-COVID Digital Isolation. Quantitative data revealed that 72% of students reported frequent bullying, 69% experienced exclusion in group activities, while only 35% identified reliable peer support. Thematic insights highlighted how stereotypes, lack of sensitivity training, and inaccessible digital platforms worsened psychosocial outcomes. The study recommends disability-sensitive teacher training, structured peer mentorship, accessible digital platforms, and school-based counselling services. Findings underscore the urgency of embedding mental health frameworks within inclusive education policy to ensure safe and empowering environments for visually impaired learners.