Career Aspirations of Secondary School Students with Disabilities in South South Nigeria

This study explores the career aspirations of secondary school students with disabilities in South South Nigeria, examining the factors that shape, enable, or constrain their vocational ambitions. Career development for persons with disabilities is a critical dimension of long-term inclusion, as meaningful employment directly affects economic independence, social participation, and psychological wellbeing. In Nigerian secondary schools, career guidance services rarely address the specific needs and realities of students with disabilities, leaving many without the information or support needed to develop realistic vocational goals. Using a descriptive survey design, the study samples two hundred and forty students with various disability types from integrated and special secondary schools across Rivers, Delta, and Bayelsa States. A structured questionnaire assessing career aspiration levels, influencing factors, and awareness of disability-inclusive employment pathways is administered. Data are analysed using descriptive statistics and analysis of variance to compare aspiration levels across disability type, gender, and school type. The study also conducts focus group discussions to capture nuanced student perspectives. Findings are expected to reveal that career aspirations are significantly influenced by family encouragement, perceived ability, and teacher attitudes, with many students demonstrating high aspirations but low knowledge of how to achieve them. Recommendations include integrating disability-informed career guidance into secondary school programmes and developing resource materials for guidance counsellors. Keywords: career aspirations, disability, secondary schools, South South Nigeria, vocational guidance.