Lived Experiences of Deaf and Hard-of-Hearing Students Regarding Factors Influencing Social-Emotional Learning: A Phenomenological Qualitative Study

Articles in Press

Document Type : Original Article

Authors

1 Ph.D. student of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

2 Associate Professor, Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

10.48308/apsy.2026.240299.1842

Abstract

Aim: Social-emotional learning plays a crucial role in psychological adjustment, social interactions, and academic success. However, for deaf and hard-of-hearing students, this process is particularly complex due to communication challenges, social attitudes, and environmental limitations. Despite growing quantitative research, in-depth understanding of these students’ lived experiences remains limited. This study aimed to explore the lived experiences of secondary school students with hearing loss in Shahrekord regarding factors affecting social-emotional learning.
Method: Using a qualitative phenomenological approach, data were collected through semi-structured interviews with 10 students and analyzed via Colaizzi’s method.
Findings: Six main themes emerged: acceptance of hearing loss, communication and social interaction skills, emotion regulation and stress management, social conditions and fairness, challenges and barriers to social-emotional learning, and strategies and improvement needs. These themes represent various dimensions of students’ experiences within school and social interactions.
Conclusion: Social-emotional learning in deaf and hard-of-hearing students is a multidimensional, context-dependent phenomenon influenced by individual, communicational, and environmental factors. By presenting a lived-experience perspective, this study enriches qualitative literature and can inform the design of context-sensitive educational and support interventions.

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References

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Applied Psychology

Articles in Press, Accepted Manuscript
Available Online from 14 February 2026

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