Abstract
Background Hearing loss (HL) represents a significant global health challenge, disproportionately affecting children in low- and middle-income countries such as Ethiopia. Despite increasing epidemiological data, there is limited understanding of the lived experiences of children with HL and their families, particularly regarding the perceived role of personal amplifiers in educational settings. Objective To explore the experiences, perceived benefits, and challenges associated with Personal Amplifier (PA) use among primary school children with HL, their families, and teachers in Jimma City, Oromia, Ethiopia. Methods A descriptive phenomenological study design was employed, utilizing in-depth semi-structured interviews with 12 purposively selected participants comprising children using PA, their family members and school teachers. Data were analyzed using Braun and Clarke’s reflexive thematic analysis supported by Atlas.ti (version 7.5.18). Rigorous trustworthiness procedures were applied, including inter-coder consensus discussions, reflexive journaling, and member checking. Results Three main themes were identified: (1) Benefits of PA use; (2) Challenges of PA use; and (3) Future recommendation. The main reported benefits of PA use were enhanced hearing, improved academic engagement and better academic performance. The most impact challenges included stigma and social isolation, device discomfort, technical difficulties, and concerns over sustainability. Participants also proposed recommendations for the future, including community awareness campaigns, service expansion to rural areas and improvement in PA device size and comfort. Conclusion The study provides preliminary evidence for a perceived beneficial role of personal amplifiers in supporting children with HL in Ethiopian primary schools. The documented improvements in educational engagement, academic performance, and psycho-social well-being as reported by students, families, and teachers reflect the perceptions and lived experiences, and should be understood as hypothesis-generating rather than as evidence of objectively measured outcomes. Persistent contextual barriers such as stigma, economic constraints, and technical challenges highlight the need for integrated, contextually responsive interventions that address both technological and social determinants of success.