Emotionally-based School Avoidance of Deaf Students: Supportive factors for successful re-engagement in mainstream secondary schools

This article explores the phenomenon of emotionally based school avoidance among deaf students in two mainstream secondary schools and identifies supportive factors that can facilitate their successful re-engagement. The study employed a qualitative research approach, utilising focus group discussions with eight mainstream secondary school teachers and two specialist teachers working with deaf students in Bulawayo Central. Document analysis was also conducted to assess the current situation of deaf learners in mainstream settings. Data were analysed using content thematic analysis to identify key themes. The findings revealed that communication barriers, social isolation, and a lack of tailored support are significant contributors to emotionally based school avoidance. These challenges are exacerbated by the absence of sign language interpreters and limited teacher training in inclusive education. However, critical supportive factors were identified, including the use of sign language interpreters, the engagement of Deaf role models, and the application of universal design for learning principles, all of which can enhance engagement and academic success for deaf students. The study concludes that comprehensive support systems, involving stakeholder collaboration and policy advocacy, are crucial for creating inclusive environments that address the unique needs of deaf students, thereby significantly reducing emotionally based school avoidance.