Families’ social capital and school participation of children with developmental disabilities in China

Journal article

Children with disabilities are often restricted from participating in wider society, making schools the primary arenas for meaningful interaction. This study examines how families’ social capital influences school participation of disabled children. Twenty Chinese caregivers of disabled children in mainstream, special, or home education, were purposefully recruited and interviewed. The data were analysed using thematic analysis in NVivo. It revealed a complex interaction with school participation among the three dimensions of Nahapiet and Ghoshal’s social capital framework: structural, relational, and cognitive. The findings emphasise: the advantage gained through structural connections, the increased participation resulting from strong social bonds, and the cognitive impact of social norms on educational choices. This study emphasises the crucial role of social capital in influencing school participation of disabled children. It offers promising strategies for enhancing inclusion by shifting from a student-focused approach to a family-network-focused approach, addressing it as a broader social issue.

Authors: Jiang, X; Thompson, I

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Taylor and Francis Group
• Journal: Disability & Society
• Volume: 40
• Issue: 12
• Pages: 3487–3511
• Publication date: 2025-04-30
• Acceptance date: 2025-03-19
• DOI: 10.1080/09687599.2025.2494145
• EISSN: 1360-0508
• ISSN: 0968-7599
• Language: English
• Keywords: social capital; developmental disabilities; school participation; inclusion; education in china