Teilhabepotenzial

Teilhabepotenzial is a term used in German social policy to describe the inherent and potential capacity of a person to participate in social life. It encompasses individual resources such as health, skills, language competence, and digital literacy, as well as social resources like family support and networks, and environmental factors including accessible infrastructure and affordable participation options. The concept emphasizes not only current participation but also what could be achieved with appropriate support.

In practice, Teilhabepotenzial is used by social workers, educators, and policymakers to assess barriers to participation for children, youths, and adults, particularly those from disadvantaged backgrounds or with disabilities or migration histories. Based on such assessments, targeted interventions and supports are planned to enhance participation. Examples include financial assistance for participation in cultural, educational or recreational activities, help with transport or school-related costs, and measures to promote inclusive education and access to services.

The term relates to broader aims of inclusion and equal participation and aligns with human rights commitments to participation. It is dynamic and context-dependent: changes in health, language, family circumstances, or the availability of supportive services can increase or decrease Teilhabepotenzial.

Criticism notes that the term can be vague and difficult to operationalize, potentially leading to inconsistent assessments or stigmatization. Proponents argue that it provides a useful framework for identifying concrete barriers and tailoring support to enable meaningful participation.

See also: Teilhabepaket, Bildungspaket, Sozialgesetzbuch II, Inklusion.