Teachers' perspectives on recognizing and addressing social stigma toward students with special needs in an inclusive elementary school setting in Bogor

Abstract

Inclusive education ensures that all students including students with special needs have equal access to quality education without discrimination. It is supported by strong global and national policies but still its implementation faces challenges related to social stigma, which can negatively affect students' academic achievement, social participation, and emotional well-being. Previous studies have explored barriers to inclusive education and teacher readiness. However, limited attention has been given to how teachers actively address social stigma and translate inclusive values into everyday classroom practices, particularly within the Indonesian context. This study aimed to explore teachers' perspectives on social stigma toward students with special needs, the strategies they use to address stigma, and the factors influencing the effectiveness of inclusive values in schools. A qualitative case study was conducted in an Islamic elementary school with inclusive setting in Bogor, West Java. Data were collected from semi-structured interviews, classroom observations, and document analysis, and analyzed using thematic analysis supported by Quirkos software. The findings revealed that teachers played a central role in reducing stigma through peer socialization, empathy-building activities, individualized support, and the promotion of equal treatment. The researcher also found that social stigma was shaped not only by disability labels but also by the visibility and perceived social impact of students' behaviors. The student who shows more disruptive or challenging behaviors were more likely experienced negative labeling than students with autism. Furthermore, teacher training, collaborative leadership, parental involvement, and a supportive school culture identified as important factors in sustaining anti-stigma practices. This study highlights the strategic role of teachers and school culture in maintaining inclusive values and reducing social stigma in the school settings.