Fraternal Dynamics and Academic Performance of Hearing and Deaf Learners in Inclusive Schools in Burkina Faso

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Résumé

In the Burkinabè educational context, deaf children are exposed to affective
and sensory vulnerabilities that can significantly influence their sibling relationships.
These dynamics may foster a sense of belonging and emotional regulation
or, conversely, heighten exclusion and stigmatization. This study examines
the impact of sibling anxiety on academic performance in French and
mathematics. Drawing on the theoretical frameworks of Vygotsky (1978), Bowlby
(1969), and Bronfenbrenner (2000), the study was conducted with 111 participants
(77 students, 24 parents, and 10 teachers) in the Kadiogo and Nando
regions. Research tools included the Family Drawing Test, the Sibling Relationship
Questionnaire (SRQ), interview guides, and grades from harmonized
examinations. Data were processed using regression analyses (SPSS 27) and
manual content analysis. The analyses indicate that sibling anxiety is not a statistically
significant predictor at the conventional 5% threshold. However, the
study reveals marginal significance trends (0.05 < p < 0.10), particularly in
French for the overall sample (beta = −0.199; p = 0.082) and more specifically
among deaf boys (beta = -0.468; p = 0.067). These results reflect a more pronounced
emotional vulnerability in deaf students, whose cognitive load appears
saturated by tensions within the family microsystem, thereby hindering
the scaffolding necessary for linguistic learning. In contrast, deaf girls demonstrate
greater resilience through more robust emotional regulation mechanisms.
Although limited by the small sample size (n = 77 learners) and confounding
factors such as modest family socio-economic status, this research
calls for an evolution in inclusive education systems. We advocate for the implementation
of “Inclusive School Life Councils” to mediate sibling conflicts
and the creation of parental awareness resources aimed at transforming the
sibling bond into a source of support rather than a source of anxiety.

Mots-clés

Sibling Relationships, Academic Performance, Deaf Children