PERCEIVED STIGMA, SELF-ESTEEM, AND ACADEMIC ENGAGEMENT AMONG LEARNERS WITH LEARNING DISABILITIES IN INCLUSIVE SECONDARY SCHOOLS IN CALABAR EDUCATION ZONE, NIGERIA

This study examined influence of perceived stigma and self-esteem on academic engagement among learners with learning disabilities in inclusive secondary schools in Calabar Education Zone, Nigeria. To achieve its purpose, cross-sectional survey design was adopted. The population were identified learners with learning disabilities in public secondary schools, from which a sample of 112 was selected using multi-stage sampling. Data were collected using the researcherdeveloped Perceived Stigma, Self-Esteem, and Academic Engagement Questionnaire (PSSEAEQ). The instrument was validated by experts, and reliability coefficients of .76, .81, and .72 were obtained. Data were collected by the researcher and through trained assistants after formal approval from school administrations was sought. Collected data were coded, screened, and analysed using simple and multiple regression at .05 level of significance. Result of the analysis revealed that perceived stigma significantly and negatively influenced academic engagement (β = −.61, p < .05), while self-esteem had a significant positive influence (β = .56, p < .05). The joint model explained 55% of variance in academic engagement (R² = .55, p < .05). The study concluded that academic engagement is shaped by both social perception and selfworth within inclusive settings. It was recommended that schools reduce stigma, strengthen selfesteem, and integrate psychosocial support into inclusive practices. Keywords: Perceived stigma, self-esteem, academic engagement, learning disabilities, inclusive education