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Hearing-impaired middle school students face unique challenges in social adaptation due to communication barriers, peer dynamics, and limited inclusive support, particularly in mainstream educational settings. This conceptual paper synthesizes global and Indian research to examine the current state of their social adaptation and the key influencing factors. Drawing on Bronfenbrenner’s bio-ecological model, it explores adaptation across peer relationships, emotional well-being, and school participation. Findings from existing studies indicate that these students experience higher rates of social isolation, lower friendship quality, and reduced group engagement compared to hearing peers, despite academic progress with proper support. Influencing factors operate at multiple levels: individual (degree of hearing loss, communication mode, self-esteem), familial (parental involvement, socioeconomic status), school (teacher training, peer attitudes, educational placement), and societal (policy implementation, cultural stigma). Interactions among these factors either reinforce challenges or promote resilience. The paper identifies research gaps, including limited focus on middle school transitions and contextual variations in developing nations like India. It proposes practical recommendations for educators, parents, and policymakers to enhance inclusive practices, communication access, and social skills training. Ultimately, strengthening social adaptation is essential for the holistic development, mental health, and long-term inclusion of hearing-impaired adolescents.

Keywords: hearing impairment, social adaptation, middle school students, influencing factors, inclusive education, special education, bio-ecological model

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