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<p>Meaningful social inclusion is a central determinant of the quality of life (QoL) for individuals with intellectual disabilities (ID), yet genuine inclusion depends fundamentally on the attitudes of those who interact with them. In contexts like China, where professional services are limited, university student volunteers play a critical role in facilitating community participation. However, volunteers often experience discomfort when encountering developmentally explainable but socially unconventional sexual behaviors (e.g., unsolicited physical contact), which may constrain inclusive intentions. Grounded in Stigma Theory and Intergroup Contact Theory, this study investigated the psychological mechanisms through which structured contact is associated with inclusivity attitudes. Using a cross-sectional design, we surveyed 484 Chinese university students across three groups: a 16-week structured service-learning program (SLP, <i>n</i> = 137), general unstructured contact (GCE, <i>n</i> = 115), and a no-contact control group (NC, <i>n</i> = 232). Structural equation modeling demonstrated acceptable model fit. Results indicated that reduced discomfort (affective ease) significantly mediated the association between contact frequency and desired social closeness. Multi-group analysis revealed a “buffering effect” in the SLP group, where structured education and reflection were associated with uniformly low discomfort and positive attitudes. Conversely, the GCE group exhibited “cognitive distancing,” where a rational understanding of behaviors failed to translate into a willingness for social proximity. Findings suggest that structured service-learning, by fostering affective ease through reflective practice, may be more effective than unstructured contact in creating inclusive environments to enhance the QoL of individuals with ID.</p>

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Breaking Barriers To Social Inclusion: the Mediating Role of Reduced Discomfort in the Relationship between Service-learning and Inclusivity Attitudes

  • 期刊论文

  • 发表日期：

    2026年3月9日

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  • Ling-Yan Yang,
  • Yulei Chen,
  • Chengfang Zeng,
  • Yuegui Lin

摘要

Meaningful social inclusion is a central determinant of the quality of life (QoL) for individuals with intellectual disabilities (ID), yet genuine inclusion depends fundamentally on the attitudes of those who interact with them. In contexts like China, where professional services are limited, university student volunteers play a critical role in facilitating community participation. However, volunteers often experience discomfort when encountering developmentally explainable but socially unconventional sexual behaviors (e.g., unsolicited physical contact), which may constrain inclusive intentions. Grounded in Stigma Theory and Intergroup Contact Theory, this study investigated the psychological mechanisms through which structured contact is associated with inclusivity attitudes. Using a cross-sectional design, we surveyed 484 Chinese university students across three groups: a 16-week structured service-learning program (SLP, n = 137), general unstructured contact (GCE, n = 115), and a no-contact control group (NC, n = 232). Structural equation modeling demonstrated acceptable model fit. Results indicated that reduced discomfort (affective ease) significantly mediated the association between contact frequency and desired social closeness. Multi-group analysis revealed a “buffering effect” in the SLP group, where structured education and reflection were associated with uniformly low discomfort and positive attitudes. Conversely, the GCE group exhibited “cognitive distancing,” where a rational understanding of behaviors failed to translate into a willingness for social proximity. Findings suggest that structured service-learning, by fostering affective ease through reflective practice, may be more effective than unstructured contact in creating inclusive environments to enhance the QoL of individuals with ID.