An Investigation into the Effect of Stigmatization on the Academic Performance Amongst Disabled Students at Kabulonga Cheshire Home in Lusaka

This study investigated the effects of stigmatization on academic performance among differently abled pupils at Kabulonga Cheshire Home in Lusaka. Using a mixed-methods approach with 45 pupils and 15 staff members, the research revealed that stigmatization manifests through verbal mockery (40%), social exclusion, and low expectations, creating significant academic barriers. Qualitative findings showed that stigma directly reduces classroom participation, increases psychological distress, and leads to tangible academic consequences like exclusion from assessments. Quantitatively, staff reported stigma affects attendance to a moderate/great extent (86.67%) and pupil confidence regularly (73.33%). Pupils demonstrated resilience through peer support systems, personal coping strategies, and institutional resources, though support services were inconsistently implemented. The study concludes that stigmatization substantially undermines academic achievement through multiple pathways, while institutional responses remain inadequate to fully address these challenges. Recommendations include implementing comprehensive anti-stigma programs, strengthening teacher training, formalizing peer support structures, and establishing systematic monitoring mechanisms to create an inclusive educational environment that supports pupil resilience and improves academic outcomes.