Stigma, Culture, and Educational Context: Factors Influencing the Quality of Life and Inclusion of Students with Developmental Disabilities – Narrative Review

This narrative review examines how stigma, cultural beliefs, and educational contexts influence the quality of life (QoL) and inclusion of students with developmental disabilities (DDs) in learning environments. Although QoL has been recognized as a critical outcome in disability policy and service provision, its educational dimension, particularly for students with DDs, remains underexplored. Drawing on international literature, the review investigates how public stigma, self-stigma, cultural narratives, and structural discrimination shape students’ participation, academic engagement, and social belonging in schools and universities. Findings indicate that students with DDs experience lower QoL due to intersecting barriers such as negative teacher attitudes, inadequate inclusive practices, and culturally embedded misconceptions that frame disability as shameful or punitive. These challenges are exacerbated in low- and middle-income contexts where limited teacher training, insufficient educational resources, and exclusionary cultural norms hinder inclusive learning. The review highlights the need to integrate the Quality of Life Supports Model (QOLSM) into educational frameworks to promote culturally responsive inclusion, enhance social participation, and strengthen students’ academic and emotional well-being. By linking QoL theory with inclusive education research, this paper offers practical and policy-oriented recommendations for educators, school leaders, and policymakers to reduce stigma, foster equity, and improve the overall quality of life for students with developmental disabilities. Received: 26 July 2025 / Accepted: 17 December 2025 / Published: January 2026