Emotional Stress and Child Development :

Abstract

This article envisages children in Ugandan schools facing emotional exclusion due to a system of grading based on examination scores. Despite wide discussions on inclusion and diversity in education literature, little has been reported on actual systems and processes that close out certain groups of learners. Isolating and teaching academically weaker children separately from higher performers as commonly practiced in Uganda is rarely subjected to discussion. While academically weaker children would in other contexts be regarded as vulnerable or at risk, they are given more consideration to learn. These children in Uganda silently harbor stigmatized feelings of abandonment thus decreasing their self-esteem and undermining their struggle for academic achievement. UNESCO’s broadened concept of inclusion in education, advocates for education for all learners, respecting their diverse needs, abilities and characteristics. Basing on the theory of non-abandonment and Paul Freire’s theory of inclusive pedagogies, field experiences with primary school children in Uganda are used to point out the risk of emotional torture associated with exclusionary practices in schools. Collaborative learning as a strategy for aiding the teachers to engage meaningfully with learners. The study contributes on literature of teaching practices that can either aid or hinder the learning of children in schools.