Journal of Intellectual Disability Research doi: 10.1111/j.1365-2788.2006.00789.x     pp  –    ©  Blackwell Publishing Ltd 432 Blackwell Science, LtdOxford, UKJIRJournal of Intellectual Disability Research -Blackwell Publishing Ltd, 6432444Original ArticleYoung people, stigma and schoolingG. Cooney et al. Correspondence: Dr Gayle Cooney, Section of Psychological Medicine, Division of Community Based Sciences, University of Glasgow, Gartnavel Royal Hospital,  Great Western Road, Glasgow G XH, UK (e-mail: gayley@dialstart.net). Young people with intellectual disabilities attending mainstream and segregated schooling: perceived stigma, social comparison and future aspirations G. Cooney, A. Jahoda, A. Gumley & F. Knott Section of Psychological Medicine, Division of Community Based Sciences, University of Glasgow, Gartnavel Royal Hospital, Glasgow, UK Abstract Background Mainstream schooling is a key policy in the promotion of social inclusion of young people with learning disabilities.Yet there is limited evidence about the school experience of young people about to leave mainstream as compared with segregated education, and how it impacts on their relative view of self and future aspirations. Methods Sixty young people with mild to moderate intellectual disabilities in their final year of secondary school participated in this study. Twenty-eight indi- viduals came from mainstream schools and  attended segregated school. They completed a series of self-report measures on perceptions of stigma, social comparison to a more disabled and non- disabled peer and the likelihood involved in attaining their future goals. Results The majority of participants from both groups reported experiencing stigmatized treatment in the local area where they lived. The mainstream group reported significant additional stigma at school. In terms of social comparisons, both groups compared themselves positively with a more disabled peer and with a non-disabled peer. While the main- stream pupils had more ambitious work-related aspi- rations, both groups felt it equally likely that they would attain their future goals. Although the partici- pants from segregated schools came from signifi- cantly more deprived areas and had lower scores on tests of cognitive functioning, neither of these factors appeared to have an impact on their experience of stigma, social comparisons or future aspirations. Conclusions Irrespective of schooling environment, the young people appeared to be able to cope with the threats to their identities and retained a sense of optimism about their future. Nevertheless, negative treatment reported by the children was a serious source of concern and there is a need for schools to promote the emotional well-being of pupils with intellectual disabilities. Keywords aspirations, intellectual disability, schooling, social comparison, stigma Introduction Mainstream education is a key policy in the promo- tion of social inclusion (Scottish Executive  ;