Beyond Co-Presence: Peer Contact, Acceptance and Psychosocial Experience of Students in Inclusive Classrooms in the Post-COVID-19 Era

Rajkumar Reddi; Panchada Naidu; GMR Josephine

Beyond Co-Presence: Peer Contact, Acceptance and Psychosocial Experience of Students in Inclusive Classrooms in the Post-COVID-19 Era

Author(s)	Dr. Rajkumar Reddi, Dr. Panchada Naidu, Ms. GMR Josephine
Country	India
Abstract	Background: Inclusive education is judged not only by where students are placed but by whether they interact, are accepted and feel safe. The pandemic reduced informal peer contact, making these social conditions especially important to examine. Objective: To examine students’ experiences of peer contact, peer climate, perceived benefits of inclusive learning and psychosocial well-being in inclusive classrooms after COVID-19. Method: A descriptive, cross-sectional survey of 600 students in Classes IX–XII (300 mainstream students and 300 students with disabilities) was conducted using stratified purposive sampling and a structured questionnaire. Fourteen indicators from the questionnaire’s inclusive-experience and social–emotional sections were analysed in pooled form using frequencies, Wilson confidence intervals and one-sample t-tests against the scale midpoint. Results: Majorities reported comfort in inclusive classrooms (65.0%), respectful treatment (65.0%), acceptance by classmates (68.0%), active participation (65.0%), confidence (65.0%) and safety from bullying and discrimination (67.0%). Sixty-nine per cent believed that learning alongside peers of different abilities builds empathy and social skills. However, only 52.0% reported that students of different abilities always or often learn together, and 44.0% had observed exclusion from activities at least sometimes. Forty per cent felt isolated at least sometimes and 15.0% felt unsafe. Across the 14 indicators, 15.0–23.0% of students responded unfavourably. Mean scores were highest for perceived benefits and lowest for peer contact. Conclusion: Students endorse inclusion more strongly than they experience it in practice, and a persistent minority report exclusion, isolation or insecurity. Schools should convert goodwill into structured, cooperative contact and monitor the experiences of students at risk.
Keywords	inclusive education; peer relationships; social acceptance; belonging; isolation; school safety; post-COVID-19; students with disabilitiesinclusive education; peer relationships; social acceptance; belonging; isolation; school safety; post-COVID-19; students with disabilities
Discipline	Other
Published In	Volume 4, Issue 6, November-December 2026
Published On	2026-11-10

View / Download Full-text Research PDF File

About AIJMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@aijmr.com

Advanced International Journal of Multidisciplinary Research

An Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Beyond Co-Presence: Peer Contact, Acceptance and Psychosocial Experience of Students in Inclusive Classrooms in the Post-COVID-19 Era

Share this