Analyzing Self-Management Strategies Employed by Students with Physical Disabilities to Deal with Violence in Inclusive Secondary Schools in Ilala City; Dar Es Salaam

Abstract

The study examined the self-management strategies that students with physical disabilities employed to address violence within inclusive secondary schools. In the study Qualitative approach with collective case study design were adopted and data were collected through in-depth interview, documentary review and focus group discussions based on the sample size of 39 respondents. Also, pilot testing was conducted to verify validity. Content analysis was adopted whereby MAXQDA 20 software was adopted to analyses content qualitative data. Results revealed that, students with physical disabilities in inclusive Secondary schools experienced different types and sources of violence including bullying, social isolation, physical abuse, harassment, ignoring and discrimination. The findings indicated that students with Physical disabilities in inclusive secondary schools employed self-management strategies including coping with violence, avoiding violence, reporting violence, seeking Training and Participation and Strategies for Building Self-Esteem, these strategies reflected attempts to protect personal safety, regulate emotional stress, maintain school engagement, and navigate hostile school climates.  However, their effectiveness remained constrained by insufficient institutional support, weak reporting mechanisms, unresponsive school structures, and the absence of comprehensive counseling services. The analysis underscored the need for strengthened protection measures and structured interventions to enhance the safety and participation of students with physical disabilities in inclusive secondary schools. The findings indicated that students utilized several interconnected strategies, including emotional coping, behavioral avoidance, selective reporting, participation in training or awareness programs, and efforts to reinforce self-esteem. These strategies reflected attempts to protect personal safety, regulate emotional stress, maintain school engagement, and navigate hostile school climates. However, their effectiveness remained constrained by insufficient institutional support, weak reporting mechanisms, unresponsive school structures, and the absence of comprehensive counseling services. The analysis underscored the need for strengthened protection measures and structured interventions to enhance the safety and participation of students with physical disabilities in inclusive secondary schools.