Ana-Maria DĂNILĂ, Alin Stelian CIOBÎCĂ
ABSTRACT :
Albinism is a rare genetic condition, often accompanied by psychosocial difficulties such as stigmatization, discrimination, and low self-esteem. Educational interventions can contribute to understanding this condition and reducing prejudice in the school environment. The article explores the social and psychological dimensions of albinism through an educational activity based on direct experience: a student with albinism was invited to talk to high school students about her own school journey, the difficulties encountered and adaptation strategies. The activity took place during class hours, where the student shared her life experiences. The students asked questions and then filled in anonymous feedback. The responses were analyzed thematically to highlight perceptions, attitudes, and emotional reactions to albinism. The feedback mainly reflected curiosity and empathy, but also the persistence of stereotypes and misconceptions. Students reported a better understanding of the psychosocial difficulties associated with albinism, particularly in relation to social exclusion, bullying and mental health problems such as anxiety and decreased self-confidence. Direct educational meetings have proven effective both in reducing stigma and cultivating empathy in students, as well as in supporting people with albinism. Active participation gives them the opportunity to assert their identity, capitalize on personal experiences and strengthen their self-confidence, reducing the perception of social isolation and strengthening the sense of belonging. Integrating these activities into the school curricula promotes inclusion, mental health, and the visibility of people with albinism, in line with the literature that emphasizes the importance of social contact and awareness programs in combating discrimination.