“Sometimes I just smile, even though I didn’t understand”: Perspectives of students with hearing loss on participation in mainstream schools

• Explores participation experiences of students with hearing loss in mainstream schools. • Direct involvement of students addresses gap in research on participation barriers. • Demonstrates the interplay of personal and environmental factors for participation. • Captures students’ practical, experience-based recommendations for improvement. • Findings call for more inclusive, learner-centered approaches in mainstream schools. Participation in school is crucial for students’ social development and academic success. Students with hearing loss face multiple participation challenges in mainstream schools, affecting personal, social, and educational dimensions. Mainstream classrooms rely heavily on verbal communication, making it challenging for them to follow lessons, interact with classmates, and access curricular content. However, few studies have directly explored students’ own perspectives on these challenges, leaving a gap in understanding the factors that promote or hinder meaningful school participation. This study explores the perspectives of students with hearing loss regarding their participation in mainstream schools, emphasizing both their lived experiences and their recommendations for improving participation. Semi-structured interviews were conducted with 26 German-speaking students aged 7 to 16 to investigate environmental and personal factors that shape school participation. Findings indicate that positive experiences were associated with supportive teacher and peer behaviours, effective classroom management, and the use of adaptive communication strategies. Conversely, key barriers included high levels of background noise, rapid speech, inconsistent implementation of assistive listening technologies, and limited awareness of hearing loss among teachers and classmates. Students described employing a variety of coping strategies—such as self-advocacy, behavioural adjustments, and tailored communication tactics—to navigate these challenges. However, they also reported challenges stemming from listening fatigue, social anxiety, and the emotional strain of feeling different. To improve participation, students proposed several practical strategies, including consistent and correct use of assistive technologies by teachers, structured classroom routines, increased use of visual supports, differentiated instruction, quieter group settings, and scheduled listening breaks. The findings underscore the importance of learner-centred approaches, promoting both academic and social participation. They also highlight the critical role of teachers, peers, and school-wide policies in creating inclusive environments that address the diverse needs of students with hearing loss.