EDUCATIONAL CHALLENGES, SOCIAL DETERMINANTS INFLUENCING ACADEMIC ACHIEVEMENT AMONG ADOLESCENTS WITH VISUAL IMPAIRMENT: A THEMATIC REVIEW

Abstract

Academic achievement among adolescents with visual impairment is shaped by a complex interaction of social, educational, and environmental factors. Although advances in inclusive education have improved educational access, disparities in academic outcomes continue due to variations in family support, peer relationships, teacher preparedness, institutional resources, and social inclusion. This thematic review synthesizes empirical studies published between 2021 and 2024 to examine how these social determinants influence the academic achievement of adolescents with visual impairment. Relevant literature was retrieved from peer-reviewed journals indexed in Scopus, Web of Science, ERIC, and Google Scholar using predefined search terms related to visual impairment, academic achievement, social determinants, and inclusive education. The reviewed studies consistently demonstrate that supportive family environments, positive peer interactions, inclusive teaching practices, accessible learning resources, and institutional support significantly enhance academic engagement and achievement. Conversely, stigma, inadequate accessibility, limited teacher training, and insufficient educational resources remain major barriers to learning. The review identifies critical research gaps, particularly the limited integration of psychosocial determinants within inclusive education research, and highlights the need for collaborative interventions involving families, schools, policymakers, and rehabilitation professionals. The findings contribute to the growing body of evidence supporting holistic educational strategies that promote equity, participation, and academic success for adolescents with visual impairment.