The role of primary school principals’ support in fostering educational resilience among students with functional difficulties

This study examined the role of primary school principals' support in facilitating school reintegration and educational resilience among students with functional difficulties in Rwanda. An explanatory mixed-methods design combined survey data from 207 parents and 101 principals with interviews and focus group discussions. Quantitative data were analysed using chi-square tests and regression analyses, while qualitative findings contextualised leadership practices and parental experiences. The findings of the study demonstrated that greater access to assistive technologies, encompassing hearing aids, corrective glasses and mobility devices, was associated with a higher probability of school reintegration, with chi-square values of 1.484 (p<.05), 5.053 (p<.05) and 15.107 (p < .001), respectively. Principals' implementation of Individualised Education Programmes, provision of teacher professional development and promotion of inclusive school climates were positively associated with the educational resilience proxy score (B = 0.35, p < .01; B = 0.28, p < .01; B = 0.30, p < .05, respectively). However, intersecting functional difficulties and inadequate environmental supports continued to constrain reintegration, particularly for students with mobility impairments. Parental engagement and school-family collaboration also emerged as important supports. The findings underscore the need to strengthen principals' capacity to coordinate individualised support and foster inclusive school environments in low-resource contexts.