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Abstract—This study explores the barriers to learning that hindered learners with albinism’s academic achievement in inclusive schools in the Masvingo district in Zimbabwe. These include lack of sunscreen lotions, learning equipment, peer inequality, parental involvement, peers' unacceptance, protective clothing, and inclusion in mainstream schools. A qualitative case study approach was employed in this study. Ten participants were purposively selected. All the participants were from four different High Schools in Masvingo District. Semi-structured interviews were conducted during data collection. Thematic analysis was used to analyse data. The results revealed that Learners With Albinism (LWA) lack sunscreen lotions and adequate learning equipment,  peers do not accept  them, stigmatisation, and  they have  unequal feelings. Furthermore, LWA lacked parental involvement, sufficient safety provisions, and sharing of confidential information. The findings also revealed that negative attitudes of teachers, abuses from the community, poor quality family care, and LWA face challenging moments. All the findings  mentioned  above are  barriers  that hinder their academic achievements. This study recommends that the government supply sunscreen lotions to LWA, provide learning equipment in schools, an LWA should be sponsor psychosocial support camps.  

Keywords: Hindering, Stigmatisation, Academic achievement, Confidential information

Machingambi, M., (2023). Exploring barriers to learning hindering Learners with albinism’ academic achievement  at  schools  in  the  Masvingo  district  in  Zimbabwe.  International  Journal  of  Studies  in  Psychology,  3(1),  28-37,Vol 3, No. 1, pp 28-37. https://doi.org/10.38140/ijspsy.v3i1.901.