Abstract:
Despite growing global focus on the self-concept of learners with disabilities, this pivotal issue remains significantly underexplored in public schools, particularly among learners with physical disabilities. Disproportionately burdened by complex psychosocial stressors that critically undermine their academic trajectories, these learners frequently endure heightened levels of anxiety, chronic stress, and clinical depression. Such pervasive mental health challenges erode self-esteem and cognitive capacity, impairing focus and motivation, and increasing vulnerability to social isolation. This study examines how self-concept affects academic achievement among physically disabled learners, highlighting its impact on both academic and social outcomes. By informing inclusive policies and interventions, it aims to promote self-actualisation and foster equitable, learner-centred education in Sub-Saharan Africa. The study is grounded in a humanistic paradigm, drawing on Carl Rogers’ self-concept theory, Allport’s personality constructs, and Harter’s multidimensional self-perception model. This study adopts a quantitative research approach rooted in the positivist paradigm to ensure a systematic, objective, and reliable investigation. A descriptive survey design was used to quantify the experiences of learners with physical disabilities in public secondary schools. A randomly selected sample of 150 learners with physical disabilities from public secondary schools was used. Public secondary schools were selected using simple random sampling. Closed-ended, self-administered questionnaires ensured ease of use, standardisation, and reliable data collection. Data were analysed using structured coding, descriptive statistics, and Chi-square tests via SPSS 11.0, which supported accurate handling of large, complex datasets. The findings reveal that learners with physical disabilities face entrenched systemic deterrents that hinder their developmental and educational pursuits. Deficits in self-esteem and negative self-concept correlate with inadequate social support and exclusion, which hinder self-concept development and academic engagement. Limited physical activity further constrains psychological resilience and hampers holistic growth, ultimately impeding self-actualisation. Conclusively, learners with physical disabilities confront profound psychosocial and academic impediments that erode self-worth, self-concept and achievement. Urgent implementation of inclusive, multifaceted interventions is essential to cultivate resilience, affirm positive self-concept, and enhance holistic success.
