<p>This study aimed to assess the psychological challenges faced by students with hearing impairments within integrated classrooms. To achieve this, a concurrent mixed-methods research design was used, incorporating data from students, parents, and teachers. Data collection involved a questionnaire, interview, and focus group discussion, which enabling a comprehensive analysis through both quantitative and qualitative methods. According to the findings, challenges related to self-esteem and feelings of social isolation affected both pre-lingual and post-lingual students, with post-lingual students facing greater psychological challenges. Besides, psychological challenges such as low self-esteem and social isolation predominantly influenced students with deafness and hard of hearing in Dessie town, with deaf students facing problems. Overall, the study revealed differences between groups: students with hard of hearing generally exhibited higher self-esteem and lower levels of social isolation, whereas deaf students showed lower self-esteem and more intense feelings of social isolation. Additionally, post-lingual deaf students tended to have lower self-esteem compared to pre-lingual deaf students, who typically maintained higher self-esteem levels. Accordingly, the research underlines the importance of addressing psychological challenges in integrated educational settings to enhance students’ well-being and social integration. It highlights the necessity for targeted interventions that consider the distinct experiences of various subgroups within the students with hearing-impairements. The findings offer valuable insights for educators, policymakers, and support services dedicated to creating a more inclusive and psychologically supportive learning environment for students with hearing impairments.</p>