Beyond Access: Tackling Bullying to Ensure True Inclusion in Pakistan's Educational Landscape

Abstract

Though Pakistan has been making progress in the field of inclusive education, mere integration of diverse learners in regular classrooms does not mean inclusive education. This paper claims that bullying is one of the major factors that hinder the process of comprehensive educational inclusion in Pakistan. There are, however, many challenges that hinder the implementation of inclusive education, including social exclusion, discrimination, and bullying of disabled and marginalized learners despite policies that promote their integration into regular schools. This opinion paper assesses the current phenomenon of inclusive education in Pakistan and its relation to bullying. It examines how ignorance of society, unawareness, and insufficient training of teachers lead to schools that cultivate bullying, especially of children with disabilities or those from different ethnic groups. The paper argues that the idea of inclusive education cannot be said to be fully realized if the bullying issue is not tackled, given that victims of bullying are, in essence, excluded from the learning process. In order to address this problem, the authors suggest several measures: policy changes, implementation of extensive anti-bullying programs, increasing the level of teacher awareness and preparedness in diversity and inclusion, as well as community involvement. In this way, Pakistan can move from adopting education as a right on paper to the provision of quality education that is more than just enrolling students and ensuring that they attend classes but that learners feel protected, appreciated, and supported to excel academically. This paper thus seeks to generate further dialogue among educators, policymakers, and researchers on the importance of tackling bullying as a core component of the inclusive education agenda in Pakistan and, hence, towards the formation of a more equitable and inclusive education system.