The education of deaf and hard-of-hearing students within mainstream schooling environments has long been positioned at the intersection of inclusive education policy, linguistic diversity, disability studies, and sociocultural theories of identity. Over recent decades, the expansion of inclusive education frameworks across Europe and beyond has led to an increasing number of deaf and hard-of-hearing learners being educated in general education settings. While policy discourse often frames inclusion as a self-evident good, empirical research suggests that the lived realities of inclusion are complex, multifaceted, and deeply contingent on communicative access, social participation, and the recognition of deaf cultural identities. This article presents a comprehensive, theoretically grounded analysis of the academic, social, and psychosocial experiences of deaf and hard-of-hearing students in mainstream educational contexts, drawing exclusively on established empirical and theoretical literature in the field.

The study synthesizes findings from qualitative and quantitative research exploring stakeholder perspectives, student self-reports, identity construction processes, classroom participation, and health-related quality of life. Particular attention is given to the tensions between oralist and sign language-based educational approaches, the role of assistive technologies such as hearing aids, and the emergence of digital and social media spaces as alternative arenas for communication and belonging. The article situates these discussions within broader debates on language modality, accessibility, and educational equity, critically examining the extent to which mainstream schooling environments succeed or fail in addressing the diverse needs of deaf and hard-of-hearing learners.

Methodologically, the article adopts a narrative integrative review approach, allowing for an in-depth examination of conceptual frameworks, methodological trends, and thematic convergences across studies conducted in different sociocultural contexts. Rather than merely summarizing existing findings, the analysis engages in sustained theoretical elaboration, interrogating assumptions underlying inclusive education practices and highlighting areas of conceptual ambiguity and empirical contradiction. The results reveal persistent challenges related to communicative barriers, social isolation, and identity negotiation, alongside evidence of resilience, agency, and adaptive strategies employed by students.

The discussion underscores the necessity of moving beyond simplistic notions of inclusion toward a more nuanced, relational understanding that foregrounds language rights, cultural recognition, and participatory parity. The article concludes by outlining implications for educational policy, teacher education, and future research, advocating for models of inclusion that are responsive to the linguistic, social, and cultural realities of deaf and hard-of-hearing students. By providing an extensive and detailed synthesis of the literature, this article aims to contribute to ongoing scholarly and professional debates on inclusive education and to inform more equitable and sustainable educational practices.