Missing voices: analyzing the educational experiences of children with disabilities in rural public schools in Pakistan’s post 9/11 conflict-affected context

This qualitative study explores the educational experiences of children with disabilities (CWD) in rural public schools in northwestern Pakistan’s post-9/11 conflict-affected context. Drawing on 20 in-depth interviews, 60 h of classroom observation, and detailed field notes, the analysis examines how children navigate challenges across schools, homes, and communities. The findings reveal intersecting barriers to inclusion. The lingering effects of armed conflict, including landmine injuries, displacement, and insecurity, compound poverty and systemic neglect, contributing to school withdrawal and persistent exclusion. Students reported bullying, stigmatizing language, and discrimination, alongside inadequate resources, overcrowded classrooms, rigid curricula, and untrained teachers, all of which severely limit educational progress and social participation. Despite these constraints, students emphasized the transformative potential of education as a pathway to independence, dignity, and social acceptance. Girls, in particular, faced heightened challenges due to entrenched gender norms and safety concerns. The study underscores the need for targeted, context-sensitive interventions to strengthen inclusive education in conflict-affected settings, including teacher training in inclusive pedagogies, accessible and culturally relevant curricula, transportation and resource support, and community awareness initiatives to reduce stigma. By amplifying the voices of children with disabilities, this research contributes to global debates on inclusion and offers actionable insights for policymakers and educators working in fragile and conflict-affected contexts.