Child: care, health and development · 2026
Reframing Darkness: An Exploration of Happiness Among Children With Visual Impairments in Ghana.
СтатьяНазвание и аннотация: Перевод в очереди
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Kyei-Gyamfi Sylvester
Аннотация
BACKGROUND: Limited research in Ghana explores the emotional well-being of children with visual impairments (CwVIs). Guided by the stigma theory (ST), this study investigated how factors such as social stigma, resources and support systems shape their happiness.
METHODS: A convergent parallel mixed-method study design was used across seven districts in five regions, involving 288 CwVIs (58.3% male and 41.7% female participants). Quantitative surveys assessed levels of happiness, while qualitative focus group discussions, interviews and observations provided deeper insights. The mixed approach strengthened the credibility of the findings by connecting measurable patterns with the lived experiences of participants.
RESULTS: Overall, 83.0% of participants reported being happy. Happiness was attributed to access to education, friendships, leisure and spirituality. Qualitative narratives revealed that peer support, faith and inclusive schooling fostered resilience, while unhappiness stemmed from stigma experienced at home and in communities, limited resources and career-related insecurities.
CONCLUSION: The study reveals that public, self and structural stigma strongly influence CwVIs' happiness. However, inclusive education and supportive home environments act as buffers that enhance their sense of belonging and emotional well-being. Findings highlight the need for parental sensitisation, teacher training, disability-friendly resources and public awareness campaigns. Strengthening support at home and school can empower CwVIs to develop resilience, confidence and broader life opportunities.
METHODS: A convergent parallel mixed-method study design was used across seven districts in five regions, involving 288 CwVIs (58.3% male and 41.7% female participants). Quantitative surveys assessed levels of happiness, while qualitative focus group discussions, interviews and observations provided deeper insights. The mixed approach strengthened the credibility of the findings by connecting measurable patterns with the lived experiences of participants.
RESULTS: Overall, 83.0% of participants reported being happy. Happiness was attributed to access to education, friendships, leisure and spirituality. Qualitative narratives revealed that peer support, faith and inclusive schooling fostered resilience, while unhappiness stemmed from stigma experienced at home and in communities, limited resources and career-related insecurities.
CONCLUSION: The study reveals that public, self and structural stigma strongly influence CwVIs' happiness. However, inclusive education and supportive home environments act as buffers that enhance their sense of belonging and emotional well-being. Findings highlight the need for parental sensitisation, teacher training, disability-friendly resources and public awareness campaigns. Strengthening support at home and school can empower CwVIs to develop resilience, confidence and broader life opportunities.