From disability to diversity: the impact of political orientation on stereotypes toward teachers in Israeli schools

This study examines the relationship between high-school students’ political orientation and their stereotypical perceptions of teachers with disabilities. A closed-ended questionnaire was administered to 202 students in Israel, evaluating their willingness to study with teachers who have disabilities, are of Arab nationality, or identify as LGBTQ. The findings reveal a significant pattern: students with right-wing political views expressed notably lower willingness to engage with teachers from marginalized groups compared to their center-left peers. Among the three categories, teachers with disabilities were viewed most ambivalently, highlighting persistent social stigmas. The results indicate that political orientation plays a central role in shaping students’ openness to diversity, not only in ethnic or gender-related terms, but also in relation to physical and developmental differences. These findings underscore the importance of addressing political-social factors in shaping educational inclusion. The study contributes to understanding how ideological dispositions affect student attitudes and provides important insights for teacher education programs and policy-making aimed at promoting inclusive, democratic school cultures.