Impact of Teachers’ Emotional Support on Psychological Wellbeing of Visually Impaired Students: A case study of AKAB School, Mirpur AJ&K

This study exploredthe impact of teachers' emotional support on the psychological well-being of visually impaired students at AKAB School in Mirpur, Azad Jammu, and Kashmir (AJ&K). The primary aim of the research was to examine the extent to which teachers' emotional support influences the mental health and emotional stability of visually impaired students, focusing on key factors such as encouragement, empathy, understanding, and active listening. The research adopts a quantitative methodology, employing structured questionnaires to gather data from visually impaired students of AKAB school. The study's objectives include assessing the level of emotional support provided by teachers, determining the psychological well-being of visually impaired students, and analyzing the relationship between these two variables. All students of AKAB school were the population of the study. Hundred respondents were selected through a purposive sampling technique. Data about teachers’ emotional support and the psychological well-being of visually impaired students was collected through braille questionnaires. Data was analyzed through mean, standard deviation, and correlation tests. Results from the data analysis revealed a significant positive correlation between the emotional support provided by teachers and the psychological well-being of visually impaired students. The findings underscore the critical role of teachers in fostering an inclusive and supportive educational environment that promotes mental health and self-confidence among visually impaired students. The study concludes by emphasizing the importance of emotional support in enhancing the educational experiences of visually impaired students and offers recommendations for educators and policymakers to develop strategies that address the unique needs of these students. This research contributes to the broader understanding of the role of emotional support in special education and highlights the need for continued focus on teacher-student relationships in promoting psychological well-being.