Relationship of Peer‑to‑peer Educational Interventions on Both Academic and Non‑academic Learner Achievement Among Children With Disabilities in Inclusive Primary Schools in Uganda

Abstract

Inclusive education aims to provide equitable learning opportunities for children with disabilities. However, evidence on effective interventions in resource-constrained contexts remains limited. This study investigated the impact of teacher-learner, peer-to-peer, and infrastructural interventions on learner achievement in inclusive public primary schools in Greater Bushenyi, Uganda. A mixed-methods convergent design integrated quantitative and qualitative approaches. Quantitative data were collected from 242 respondents using structured questionnaires and analyzed through descriptive statistics, Pearson correlation, and regression. Qualitative insights were obtained from interviews with nine head teachers and analyzed thematically. Peer-to-peer interventions had a correlation of 0.19 with leaner achievement. Qualitative findings reinforced these results, emphasizing structured peer support, while also identifying persistent challenges such as inadequate resources, limited institutional capacity, and weak policy implementation. The study concludes that peer mechanisms play a substantial role in learner achievement but observe that there is need to institutionalize it by improving coordinated policy implementation strategies that enhance inclusive education outcomes.