Exploring The Social And Emotional Well-Being Of Students With Intellectual Disabilities In Inclusive Classrooms

Abstract

Background: This study investigates the social and emotional well-being of students with intellectual disabilities (IDs) in inclusive classrooms, aiming to provide insights into their challenges and support needs.

Methods: A cross-sectional design was employed to gather data from students with IDs (n=35) in inclusive classrooms in Abha city, Saudi Arabia. Data collection included demographic information, the Strengths and Difficulties Questionnaire (SDQ) to assess emotional well-being, and the Contingencies of Self-Worth Scale (CSWS) to measure self-esteem. Statistical analyses, including t-tests, correlation matrices, and regression analyses, were conducted to explore relationships between variables.

Results: The study reveals that emotional challenges, including anxiety, depression, and social difficulties, are moderately prevalent among students with IDs in inclusive classrooms. Academic self-esteem is relatively high, with a significant diffe[1]rence noted between younger and older students. The findings show a significant negative correlation between emotional symptoms and both academic and social self-esteem. Moreover, the type of intellectual disability was found to be a significant predictor of well-being and self-esteem, highlighting the need for personalized support. Peer relationship challenges were associated with lower well-being and self-esteem, emphasizing the importance of addressing these issues.

Conclusion: Understanding the social and emotional well-being of students with IDs in inclusive classrooms is essential for tailored support and enhanced educational experiences. The study underscores the critical role of peer relationships, the influence of emotional challenges, and the need for individualized interventions to promote well-being and self-esteem in this population. These findings contribute to the broader discourse on inclusive education and advocate for holistic support systems that empower students with IDs to thrive academically, socially, and emotionally.