Child-to-Child Methodologies for Inclusive Learning in Government Primary Schools in Uganda

Abstract

This study investigates how Child-to-Child methodologies promote inclusive learning in government primary schools of Adjumani District in Uganda, guided by Vygotsky's Social Constructivist Theory and Rawls' Social Justice Theory. A qualitative exploratory case study design was employed, utilising classroom observations, interviews, focus group discussions, and document analysis of lesson plans and schemes of work to gather comprehensive insights from teachers and learners. Findings indicate that teachers primarily utilise cooperative learning and mixed-ability grouping strategies to foster peer collaboration and support diverse learners. However, the study identified significant challenges in implementation, including inconsistent methodology application across subjects, inadequate adaptation for learners with special needs, and a disconnect between lesson planning and classroom practice. These barriers were compounded by large class sizes and resource constraints, limiting the potential of Child-to-Child approaches to achieve inclusive education goals. The study contributes to inclusive education discussion by revealing how contextual factors influence the effectiveness of peer-learning strategies in refugee-hosting primary schools. Key findings highlight disparities between policy aspirations and classroom realities, particularly regarding teacher preparedness and systemic support structures. The research emphasises the need for enhanced teacher professional development focused on practical, context-specific implementation of Child-to-Child methodologies, improved lesson planning integration, and stronger school-based support systems. Recommendations include developing exemplary lesson plans that demonstrate progressive integration of peer-learning skills, establishing peer mentoring networks among teachers, and advocating for policy adjustments to address structural barriers. Future research should investigate the long-term impacts of these methodologies on both academic and social outcomes for diverse learners, assess their effectiveness across different educational contexts, and examine cultural factors in peer-learning dynamics. Addressing these gaps will inform evidence-based practices and policy decisions to optimise inclusive education through Child-to-Child approaches in primary schools.