Increase disability representation within the media industry

Increase training and education for media professionals on disability coverage and representation

Avoid homogeneity and the “hierarchy of disability” in media portrayals and coverage.

Educate and inform commentators and the public on parasports and increase positive coverage

Develop mental health stigma reduction strategies for primary healthcare settings and providers.

Involve people with mental health conditions and family members in mental illness stigma reduction programs.

Develop and enforce laws and policies that promote and protect the rights of people with mental illness.

Mental health stigma reduction strategies should be culturally appropriate and contextually feasible.

Generate more research on short- and long-term interventions that target mental health stigma at multiple levels

Inclusion and participation of people with disabilities in the development and implementation of national strategies for infectious diseases.

Establish peer-led or peer-supported outreach for people with disabilities focused on chronic infectious diseases.

Provide health workers in infectious disease control services with disability training.

Offer nutritional and social grant support to people with disabilities and/or chronic infectious diseases.

Strengthen policies against the culture of intolerance against bullying of people with disabilities at places of work.

Provide a safe working environment which allows reasonable remediation when bullying is first identified

Conduct risk assessments to identify potential predictors for bullying of people with disabilities in workplaces

Target employers, employees, and other individuals who might perpetrate bullying through promotional activities in occupational settings

Active involvement of children and youth with disabilities and caregivers in the development, delivery and testing of stigma-reduction interventions

Multi-level and evidence-based stigma-reduction interventions in LMIC addressing a wide variety of stigma need to be developed.

Stronger evaluation of promising multi-level stigma-reduction interventions adapted towards children and youth with disabilities in LMICs.

Educators to be trained in the detection and delivery of appropriate stigma-reduction intervention strategies for children and youth with disabilities.

Identify potential barriers and enablers to healthcare professionals’ knowledge updating and skill training

Ensure continuous knowledge and skill updating on the issue of disability, especially for those working in primary healthcare centres.

Implement immersive learning for healthcare professionals with people with disabilities, caregivers, and representing organisations.

Introduction to concepts of disability should be part of the health professional training curricula.

Future research should focus on the long-term outcome of knowledge and skills intervention.

Negative attitudes towards the sexuality of physically disabled people need to be addressed.

Educate physically disabled people on sexuality issues and rights.

Include physically disabled people in development of sexual health services and policies.

Train health workers to provide relevant and inclusive sexual healthcare and information to physically disabled people

Sexual healthcare buildings and services to be accessible for all.

Engage directly with women and girls with disabilities and civil society

Prioritise interventions that empower women and girls with disabilities

Develop partnerships with research organisations to document what works

Take ownership for the removal of structural stigma that excludes women and girls with disabilities

Encourage participation by building in improved systems for disability access

Seek engagement with a wider and more representative range of people with disabilities

Strengthen mechanisms to better evaluate disability-inclusion in programme design

Develop and make accessible opportunities for people with disabilities to gain leadership, research and programmatic skills

Create, adopt and maintain a collaborative ethos for programming that genuinely adopts the principle of equal partnership

Inclusive education settings need universal interventions.

Schools for children with disabilities can include targeted prevention interventions to reduce perpetration and victimisation.

Educators need capacity development in order to help prevent and respond to bullying.

Interventions need to be multicomponent and address the systemic roots of victimisation.