Social Inclusion Experiences of Students with Disabilities in Mainstream Education

Abstract

This review explores how students with disabilities experience social inclusion in mainstream education, focusing on their relationships, participation and sense of belonging. Drawing on empirical studies of inclusive schooling, it examines social inclusion as a multidimensional construct encompassing peer interaction, friendships, classroom and school participation, and emotional wellbeing. The review first outlines a conceptual background that distinguishes physical, academic and social inclusion and situates student experiences within the social model of disability and ecological perspectives. It then synthesises evidence on students’ positive and negative experiences in peer relationships, classroom activities and informal school spaces, highlighting how these shape their self esteem, motivation and engagement with learning. Factors that promote social inclusion such as inclusive teacher attitudes and practices, supportive school cultures and leadership, and active family and community involvement are contrasted with persistent barriers, including stigma and bullying, structural and resource constraints, and policy practice gaps that prioritise placement over meaningful participation. Finally, the review identifies future directions for research, emphasising the need for student voice studies, longitudinal and intersectional approaches, robust measures of social participation, and implementation research that bridges policy and practice. Overall, the study argues that genuine inclusion for students with disabilities requires coordinated, multi level efforts to ensure they can participate, connect and belong in mainstream schools.