Insights Into the Educational Experiences of People With Albinism in Tanzania: A Qualitative Study

Abstract

In Tanzania, people with albinism (PWA) frequently face challenges in school due to the visual impairment and the stigma surrounding their condition. This research examined the educational experiences of PWA in Tanzania using a qualitative phenomenological approach to better understand their learning journeys and social interactions. A convenience sampling procedure was employed to involve 14 PWA with current or prior educational experiences in Tanzania. Data was gathered through individual interviews, and thematic analysis was applied. The findings showed that the limited knowledge about albinism among teachers, peers, and even PWA themselves significantly impacted PWA’s school experiences. The lack of awareness often led to a stronger reliance on myths and misconceptions, teachers’ lack of understanding of PWA’s learning needs, and experiences of discrimination. Additionally, the results confirmed inadequate classroom arrangements and insufficient access to learning resources. However, support from teachers and peers also emerged. The research emphasised the need for more awareness-raising initiatives, alongside PWA’s current active role in educating others at school. Lastly, the study suggested inconsistent attitudes toward albinism, with societal perspectives remaining largely negative. Overall, the findings highlight the need for more resources, support, and knowledge to promote PWA’s inclusion in educational contexts.