ASSOCIATION BETWEEN COUNSELLING STRATEGIES AND SOCIAL AND EMOTIONAL ADJUSTMENT OF LEARNERS WITH HEARING IMPAIRMENT IN INCLUSIVE CLASSROOMS IN SELECTED STATES OF NORTH-CENTRAL NIGERIA

Abstract

In many inclusive school settings, learners with hearing impairment often struggle with severe communication barriers, feelings of social isolation, low self-confidence, and difficulties building meaningful peer relationships. Such challenges compromise both their emotional well-being and academic integration. This study investigated the relationship between targeted counselling strategies and the social and emotional adjustment of learners with hearing impairment (LWHI) in inclusive classrooms across Plateau and Nasarawa States, North-Central Nigeria. A convergent parallel mixed-methods design was adopted. A sample of N = 118 participants comprising 80 learners with hearing impairment (selected via purposive sampling), 30 inclusive classroom teachers, and 8 school counsellors (selected via purposive sampling across selected primary and secondary schools) participated in the study. Quantitative data were collected using the adapted Social and Emotional Adjustment Scale (SEAS) (Cronbach’s α = 0.84), while qualitative data were gathered via semi-structured interviews conducted with Nigerian Sign Language (NSL) interpreters and structured classroom observations (inter-rater agreement κ = 0.78). Quantitative data were analysed using descriptive statistics, independent samples t-tests, and ANOVA, while qualitative data underwent thematic analysis. Major findings revealed that learners exposed to targeted counselling interventions demonstrated significantly higher social adjustment (t(116) = 6.82, p < .001, Cohen’s d = 1.48) and emotional adjustment (t(116) = 7.15, p < .001, Cohen’s d = 1.55) compared to non-exposed peers. Counselling strategies such as individual Cognitive Behavioural Therapy (CBT)-based sessions, peer-mediated group sessions, and social skills training were associated with higher communication confidence and peer acceptance. Gender and school type were associated with significant differences in adjustment, with female learners and those in private school settings showing higher adjustment indices. The study underscores the importance of sign language proficiency among school counsellors and close multi-stakeholder collaboration. It recommends mandatory sign language training for counsellors, establishment of peer sign language clubs, and visual resource enrichment in inclusive schools.