Abstract The present study investigated the Influence of parental attitudes on the self-esteem of students with visual impairments in selected middle schools under Dessie City Administration. Although inclusive education has gained increasing attention, limited research has examined how parents’ attitudes affect the self-esteem of learners with visual impairment within the Ethiopian context. Using a cross-sectional survey design and a quantitative research approach, the study included 153 students with visual impairments enrolled in Grades 7 and 8 across 22 integrated middle schools, along with their 153 mothers, yielding a total of 306 participants. A comprehensive sampling technique was applied to select the students, while mothers were purposively chosen. Data were gathered through structured questionnaires and analyzed using descriptive (mean and standard deviation) and inferential statistics (correlation and linear regression). Results revealed a significant positive correlation between supportive parental attitude and higher levels of students’ self-esteem (r = .505, p < .001) . Furthermore, the regression analysis indicated that parental attitude explained 25.5% of the variance in students’ self-esteem (R² = 0.255, F = 51.798, p < .001) , demonstrating a significant predictive effect (B = 0.270 , 95% CI 0.195, 0.345) . These results highlight the pivotal role of supportive and positive parental attitudes in strengthening the self-esteem of students with visual impairment. The study concludes that nurturing, accepting, and encouraging parental relationships foster students’ psychological well-being and confidence. Therefore, it is recommended that parents cultivate empathetic and empowering interactions with their children to enhance their emotional and social development.
Mengistu Awlachew Zemedkun (Thu,) studied this question.