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Students’ wellbeing is an essential component of their ability to function well, not only at school but also in all life domains. Many studies have investigated student wellbeing. However, empirical studies about the wellbeing of students with special educational needs and disabilities (SEND) are scarce. Furthermore, many studies have adopted a def...
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Context 1
... shown in Table 2, over one quarter (30.6%) of the students with (si)SEND were from government schools, 21.0% from a Catholic school and the remainder (48.6%) were students attending Independent schools. Significantly more males reported that they had (si)SEND (53.9%) compared to females (χ 2 (1) = 12.0, p < .001). ...
Citations
... So berichten manche Studien über ein höheres affektives schulisches Wohlbefinden sowie eine positivere Einstellung gegenüber der Schule (bzw. Schulzufriedenheit) zugunsten von Schüler*innen ohne SPF in inklusiven Klassen (Alnahdi und Schwab 2021; McCoy und Banks 2012; Skrzypiec et al. 2016), andere Untersuchungen bestätigen diese Unterschiede jedoch nicht (Kröske 2020;Pozas et al. 2021;Schwab 2014;Venetz et al. 2019;Weber et al. 2023). ...
School well-being is a basic requirement for every student and a major goal of inclusion within schools. Little is known, however, about developmental trajectories of school well-being in inclusive lower secondary school classes. As a part of a self-evaluation process at the Laborschule Bielefeld – an experimental school of the federal state of North Rhine-Westphalia – an interdisciplinary team investigated the school well-being of their students in the research and development project “Well-Being and Inclusion at the Laborschule – a Self-Reflection”. All students in grades 6 to 10 were invited to participate in a survey once a year between 2013 and 2018. Based on a respective longitudinal dataset, characterized by many measurement points and a high rate of participation, this paper analyzes linear and quadratic trajectories of school well-being of students visiting inclusive classes spanning most middle school and junior high school grades.
Considering a total of six components of school well-being, two show a linear development: The Affinity to Classmates decreases slightly over lower secondary level, likewise the preceived Social Problems at School. With respect to the three components Attitudes and Emotions Towards School, School-related Self-esteem, and Absence of Worries About School, a quadratic model appears to fit the data better. While two components show a decrease over time with descending rates (Attitudes and Emotions Towards School, Absence of Worries About School) an increase in higher grades is detected for School-related Self-esteem. No significant change was found for the level of Physical Complaints depending on the grade level. Educational implications of the findings as well as perspectives for further research on school well-being are discussed.
... Both the Salamanca Declaration and the CRPD highlight students with disabilities and special needs as a target group for ensuring their explicit right to inclusive education. Along these lines, students with disabilities and special needs often report about less well-being and more mental health problems compared to their peers without special needs (Karg et al., 2021;Myklebust and Myklebust, 2017;Skrzypiec et al., 2016). In particular, children with disabilities and special needs may be at greater risk of experiencing social-emotional difficulties, such as anxiety, depression, or low self-esteem (e.g., Honey et al., 2011;Seigel et al., 1990). ...
Mental health problems impact students' social, emotional, and academical development, and as such these problems strongly predict learning difficulties and academic achievement generally. Students with disabilities and special needs are at greater risk for mental health problems. The assessment of mental health problems in students is therefore an important task for service providers in inclusive classrooms (especially special education teachers) in order to inform evidence-based school mental health services. In this paper, we propose an integrated conceptual model for assessing mental health in students in inclusive classrooms. The new model incorporates the consideration of teachers' professional competence in assessment, early identification of mental health problems, the contextualization of multi-informant data (e.g., students, parents, teachers), and the use of evidence-based yet usable methods. The model is specified to inclusive school contexts, and incorporated into a Multi-tiered System of Support (MTSS) framework.
... Some researchers considered wellbeing from a domain-based perspective as the result of flourishing across different domains of life, including social, emotional, occupational, spiritual, physical, etc. (e.g., Diener & Biswas-Diener, 2011;Goodman et al., 2017;Lyons et al., 2012;Rath & Harter, 2010). In a school setting, wellbeing is an essential component of students' ability to function well in all life domains (Skrzypiec et al., 2016). Research showed that wellbeing enhances intrinsic motivation, decreases disciplinary problems, increases academic achievement, social interactions, and creativity, improves school satisfaction, and provides lifelong advantages in health, work, and relationships (Bates & Boren, 2020;Bücker et al., 2018). ...
The COVID-19 pandemic forced students’ learning to shift rapidly to an exclusively online environment. This led to an increase in issues such as anxiety and stress that may have negatively impacted student wellbeing. The present study was designed to investigate college students’ creative self-efficacy, self-regulation, and online academic engagement in relation to their wellbeing during the COVID-19 pandemic. The study utilized a survey method to analyze data from 461 respondents, examining the academic, psycho-social, and demographic factors associated with changes in students’ wellbeing during COVID-19. The results show that the changes in students’ wellbeing during the pandemic were significantly and positively related to their engagement in e-learning, self-regulation, and creative self-efficacy. Students’ engagement in e-learning and self-regulation was significantly changed by students’ gender and academic grade levels. Race was a significant predictor of creative self-efficacy. Engagement in e-learning and self-regulation scores were highest among English Language Learners (ELL) students. Freshman students scored the lowest in creative self-efficacy. Compared to athletic students, non-athletes reported significantly higher engagement in e-learning, self-regulation, and creative self-efficacy. Discussions and recommendations are presented based on the results.
... Regarding the emotional well-being of students with SEN, some studies have shown a weaker emotional well-being of these students compared to students with typical development (Alnahdi et al., 2022, Pozas et al., 2021McCoy & Banks, 2012;Skrzypiec et al., 2016), whereas others find no differences between groups. (Zurbriggen et al. 2018). ...
... The determined lower emotional well-being of students with developmental disabilities indicates that, according to the teacher's assessment, they like school less than students without disabilities, which confirms the results of previous research (Alnahdi et al., 2022, Pozas et al., 2021McCoy & Banks, 2012;Skrzypiec et al., 2016). Bearing in mind the importance of the relationship with the teacher for emotional well-being (Lavy and Naama-Ghanayim, 2020), it is possible that the insufficient education of teachers for inclusive education and the insufficient support of special education professionals (Bišćević et al., 2017) are related with a possible distance in the relationship between students with disabilities and their teachers, that is, less care and attention of teachers about the emotional well-being of students with disabilities compared to students without disabilities. ...
Social and emotional development of all students is one of the important goals of inclusive education. The aim of this research is to examine differences in emotional well-being, social inclusion, and academic self-concept between students with and without disabilities from the perspective of their teachers in Bosnia and Herzegovina inclusive educational context. Teachers assessed their first to eighth-grade students with disabilities (N=53) and without disabilities (N=54), from the same class, both sexes, average age 11.2 years using the teacher's version of the Perception of Inclusion Questionnaire (PIQ-T). The results show statistically significantly lower level of emotional well-being, social inclusion, and academic self-concept in students with disabilities compared to their peers without disabilities. The results indicate the need for further improvement in the implementation of inclusive education, especially regarding inclusive teaching that, according to previous research, could have a positive impact on social, emotional, and academic inclusion of students.
... Preliminary research reports lower emotional inclusion scores for students with SEN (all types of impairment included), e.g., through their attitudes toward and affiliation with school [13], or their emotional and social well-being in the context of school [14]. However, the study conducted by Schwab et al. [15], where mainly students with SEN-L were included, found no significant difference between the two groups. ...
Several studies have investigated the perceptions of inclusion by students with special educational needs (SEN) and without SEN, most of them quantitatively. This research aims to expand the understanding of the perceived inclusion of students through qualitative interviews by examining how emotions, social relationships, and academic concepts matter. Therefore, the photovoice method was used for data collection, followed by semi-structured interviews, which were analyzed according to Mayring's Qualitative Content Analysis. Regarding social integration in the classroom, the results of the interviews with six students with SEN and three students without SEN show mainly positive experiences with their classmates and attach great importance to school spaces (e.g., the schoolyard) that are used for interaction and communication among each other. In terms of the teacher-student relationship, it becomes apparent that the students place particular value on the support and help of the teachers in everyday school life as well as in private matters. Some students' statements indicate that the self-perception of their academic self-concept differs in various school subjects. A contrast of perception between the students with and without SEN was not detected. Concerning emotional inclusion, the students primarily expressed statements related to emotion regulation and individual adaption strategies.
... DeVries et al., 2021;Savolainen et al., 2018;Weber & Freund, 2017). Only some studies have found lower levels of well-being for students with SEN (e. Skrzypiec et al., 2016), however, while others have not (Schwab et al., 2018;Zurbriggen et al., 2018). ...
Emotional well-being, social inclusion, and academic self-concept are crucial for students’ academic and socio-emotional development, and are seen as key factors for successful inclusion. Considering this relevance, the Perception of Inclusion Questionnaire (PIQ) has been developed as a short screening instrument to assess these three aspects—not only for research, but also for teachers to enhance students’ well-being in school and the selection of intervention goals. The present study aimed to evaluate the psychometric properties of the Spanish PIQ student version. Participants were 673 Mexican lower secondary school students (52% female, Mage = 13.25 years) who either attended inclusive classes (33%) or special schools (67%). 15% have been diagnosed as having special educational needs (SEN). Factorial and convergent validity and measurement invariance as well as mean differences based on students’ gender, diagnosis of SEN, and classroom setting were analyzed. The three-factor structure of the PIQ was confirmed, and the three scales (emotional well-being, social inclusion, academic self-concept) showed adequate internal consistency. Further, some evidence for convergent validity was shown. Strong measurement invariance was established, allowing for comparison across gender, SEN status, and classroom setting. Regarding gender, boys indicated higher levels of social inclusion and academic self-concept than girls. Students with SEN scored lower on all three subscales compared to students without SEN. Further, students with SEN in inclusive classrooms showed lower academic self-concepts compared to those attending special schools. Although more research is needed, the psychometric properties of the Spanish PIQ student version are encouraging for its potential for use in research and practice.
... On their part, Skrzypiec et al. (2016) analyzed the prosperity of Australian adolescents with special needs. According to their findings, the students with special educational needs perceived themselves as less flourishing than those students of normative population. ...
... As far as personal factors is concerned, the increase in age (Burke & Minton, 2019;de Carvalho et al., 2016;Romano et al., 2020;Singh et al., 2015), overweight, sedentary lifestyle and frequent school absences (Kim et al., 2020), special educational needs (Skrzypiec et al., 2016) and suffering from asthma or epilepsy (Nabors et al., 2016;Odar Stough et al., 2015) would decrease the flourishing in adolescents. However, the development of character strengths would predict the prosperity of the youth (Burke & Minton, 2019). ...
Traditionally, the study of well-being has been approached from the hedonic and eudaimonic perspectives. However, the last findings suggest that both aspects are complementary, giving place to an integrated conceptualization of well-being called flourishing. In spite of the constant increase of research around this construct, there is still little information regarding flourishing in adolescents. The objective of this study is to review the available literature on flourishing in adolescence in relation to its tie with other constructs, its study in different contexts and the way it has been operationalized. The selection of the studies was conducted in two phases. First, it was verified that the exclusion and selection criteria were met. Then, an evaluation of the quality of the pre-selected studies was carried out. The data were synthesized through the thematic synthesis method. For the results, 28 empirical studies were selected. Four thematic axes were identified: (a) Flourishing in different contexts, (b) Flourishing in regards to other results and positive psychological characteristics and/or their negative counterpart, (c) Flourishing and psychosocial vulnerability, and (d) indicators for the evaluation of flourishing. Suggestions are provided with the goal of consolidating the science of human flourishing.
... This effect can be fully explained by adding measures of academic and social engagement as potential mediators into the model. Skrzypiec et al. (2016) used a bivariate associational analysis to investigate 13-15-year-old students in South Australia, and they found that students with selfreported SEN have lower levels of satisfaction with school, school connectedness, and feelings of support, as well as a higher level of bullying experience. ...
Given the importance of schools as socializing institutions, a key dimension of children's subjective well-being (SWB) is their perception of school-related aspects. This study complements previous literature on various determinants of children's SWB by focusing on students with special educational needs (SEN). Due to academic challenges, stigmatization, and exclusion, they are at risk of experiencing reduced SWB. With the implementation of inclusive education around the globe, students with SEN are more frequently enrolled in regular schools, and a question arises regarding how students with SEN assess their school-related SWB in inclusive settings. Drawing on longitudinal data from the National Educational Panel Study in Germany (NEPS) we systematically investigate the effect of the SEN status on various facets of school-related SWB measured in Grade 4 of primary school. Applying a propensity score matching approach, we contrast children with SEN status to children without SEN status who are comparable in a rich set of observed confounding variables. We find that at the end of primary school, students with SEN report being less satisfied with life in general, being less satisfied with school and their friends than their comparable counterpart without SEN. Moreover, they experience more tiredness and feelings of loneliness, and show lower levels of learning enjoyment and task mastering. The potential mechanisms leading to lower school-related SWB are discussed.
... However, due to the fact that students' academic achievement has an impact on their academic self-concept (skill-development model; Guay et al., 2003), it is not surprising that students with SEN had significantly lower scores with respect to this subscale. Confirming the findings of other studies (McCoy and Banks, 2012;Skrzypiec et al., 2016), a further result of the study was that Saudi Arabian students diagnosed as having SEN showed lower levels of school wellbeing in comparison with their peers without SEN. With keeping in mind that the access for students with SEN to regular schools for students without SEN was conducted by installing special classes in the regular school building, but not by opening up regular classrooms for students with SEN and making them fully inclusive, this result seems not surprising either. ...
The aim of the study was to illustrate the impact of teachers’ implementation of differentiation and individualization (perceived by students) on students’ perception of their inclusion regarding their social inclusion, emotional wellbeing and academic self-concept. The study sample comprised 824 third-to-eighth-grade students [255 males (31%) and 569 females (69%)]. Around 10% of the sample (82) had special educational needs (SEN). Students’ perceived inclusion levels and academic self-concept were examined with the Arabic version of the Perceptions of Inclusion Questionnaire (PIQ-S-AR). Students’ ratings of inclusive practices in their classroom were examined using the Arabic version of the Inclusive Teaching Practices Scale (ITPS). SEN students expressed lower perceived social inclusion, emotional inclusion, and academic self-concept in comparison with non-SEN students. Moreover, high levels of inclusive teaching practices strongly predicted students’ perceived emotional inclusion, social inclusion, and academic self-concept. The results of the study supported the importance of school-level inclusive teaching practices and their relation to students’ school experiences. It also highlighted the need for schools and teachers to work towards improved school-level inclusion experiences for SEN students.
... The majority of research comparing levels of well-being or flourishing between individuals with and without disabilities suggests that individuals with disabilities, on the whole, report reduced well-being and flourishing compared to people without disabilities (Dijkers, 1997;Skrzypiec et al., 2016;Umucu et al., 2019). Using nationally representative studies from Germany and Great Britain, Lucas (2007) showed that happiness levels dropped at onset of disability, with little adaptation or improvement several years following. ...
Purpose/objective:
Flourishing, a primary outcome of rehabilitation psychology, is understudied among adults with disabilities. Gratitude has emerged as an individual strength that is both malleable and robust in predicting flourishing and adaptation to disability. The purpose of this study was to assess the influence of gratitude on flourishing over time and to analyze the potential mediating role of adaptation to disability on this relationship for a group of adults with disabilities.
Research method/design:
Data were collected at 3 time points over 21 months (N = 429). A single mediator model with external demographic variables was tested to determine the relationship of gratitude (Time 1) with adaptation to disability (Time 2) and flourishing (Time 3). Approximately 40% of the initial sample was retained across all time points.
Results:
Gratitude predicted later flourishing and adaptation to disability accounted for a significant portion of this relationship, accounting for 27% of the total effect.
Conclusions/implications:
Results of this single mediator model indicate that adaptation to disability serves as a partial mediator of the relationship between gratitude and flourishing, with both gratitude and adaptation to disability having a significantly positive influence on flourishing. Understanding gratitude's influence on later adaptation and flourishing provides data to inform rehabilitation psychology interventions. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
