Pedagogical strategy for supporting students with vitiligo in basic education

Abstract

This study examines the educational support provided to Basic Education students with vitiligo, a visible dermatological condition that requires sensitive and humanized pedagogical attention, especially when it affects highly noticeable areas such as the face, hands, or other exposed body parts. Using a mixed-methods approach, the research identified the socio-emotional and academic needs of students with vitiligo at the public school “Lic. Jaime Andrade Fabara,” revealing significant limitations in institutional awareness, teacher training, and the implementation of educational support strategies. The findings indicate limited knowledge about vitiligo, the prevalence of traditional practices, and the absence of protocols to assist students with visible conditions, factors that increase academic stress and negatively impact their emotional well-being. In response to this situation, a pedagogical strategy grounded in the Pedagogy of Care, Universal Design for Learning, and Social-Emotional Learning was developed to strengthen teacher empathy, promote active student participation, and encourage respectful school coexistence. Expert validation confirmed the relevance and applicability of the proposed strategy, highlighting its contribution to integral development and the pedagogical support of students with vitiligo.