Stigma guidance
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Education approaches

As with health, many of the stigma-reduction approaches already detailed in this part of the guidance are relevant in an education setting.

Approaches to address stigma are often part of promoting greater disability inclusion in schools. This includes:

  • Adopting a whole school approach that targets all staff and students, and the wider school environment.
  • Using participatory approaches to identify barriers to inclusion, including issues of stigma, and finding solutions together with students and staff.
  • Exploring ways to bring children with and without disabilities into contact with each other. For example, using sporting activities inside or outside school to promote inclusion and reduce stigma.
  • Working with parents and families on interventions that can help give them a voice and engage them in advocacy to challenge stigma, as well as improve services.

For additional guidance, see the resources page.

This approach can help to reduce:

Social stigma.   Internalised stigma.

Stigma by association   Structural stigma.

About the four types of stigma

Case study
The child-to-child approach at schools in Zambia

Sightsavers’ Let’s learn together project in Zambia works with partners to empower children and young people with disabilities by increasing access to quality, equitable and inclusive education.

The project adopted a whole school approach, by training school staff and other education service providers. School inclusion teams were formed to support inclusion in schools, bringing together community around the school to tackle stigma and discrimination.

Parent support groups for parents of children with disabilities were formed in project schools to provide support among parents and to address stigma and discrimination together in the communities.

Among learners, child-to-child clubs were formed for the learners to support inclusion in the school environments. The clubs helped to combat stigma, as learners without disabilities were able to interact with learners with disabilities through social games and other club activities, creating an inclusive environment for all.

The whole-school approach included positive opportunities for children with and without disabilities to learn and interact alongside each other.

They play together, the learners with and without disabilities. We teach them to treat each other the same.
Ms Musonda, school inclusion coordinator, Let’s learn together project
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