An Inclusive View of the Disability of Secondary School Students

Abstract

Achieving the educational inclusion of students with special educational needs (SEN) is one of the significant challenges of the current Spanish educational system. This is a group of students with a high rate of bullying that leads to academic failure, as well as significant psychological and social consequences. Despite the fact that the behaviours and psychological characteristics of their peers seem to influence the degree of inclusion, there is no detail on this subject. Therefore, the aim of this paper is to determine the relationship between emotional intelligence, psychological flexibility, prosocial behaviour and inclusive behaviour. To carry out this study, a sample of 642 students between the ages of 12 and 19 years old participated and answered four questionnaires, one for each variable under study. The relationships established were extracted from different statistical analyses and a hypothesised predictive model. The results obtained revealed that emotional intelligence is positively related to psychological flexibility and prosocial behaviour and that these, in turn, are positively related to the development of inclusive behaviour. Therefore, the importance of considering the variables under study during the teaching–learning processes carried out in the classroom is highlighted.

Benefits of Emotional Intelligence in School Adolescents: A Systematic Review

“…However, selfconcept mediated the relationship between victimization and life satisfaction, with EI being positively associated with selfconcept and significantly moderating the negative influence of victimization on self-concept (Cañas et al, 2020). Therefore, EI was positively related to psychological flexibility, being positively related to the development of adaptive (Usán et al, 2020) and inclusive behaviors (Méndez-Aguado et al, 2020).…”

“…From the three-dimensional model, EI comprises the dimensions of attention, clarity, and emotional repair; however, from the mixed model it comprises four components: intrapersonal, interpersonal, stress management and adaptability (Jiménez et al, 2020). Thus, authors such as Méndez-Aguado et al (2020) state that EI has gained great relevance in the academic environment, fundamentally in relation to the climate of school coexistence since it allows the student to improve relationships among peers and favors effective conflict resolution. EI is of great importance for student motivation, helping them to improve their academic performance and their teaching-learning process Cortés-Denia et al (2020).…”

Unraveling the patterns of marginalization: Four quantitative studies on students' experience of social marginalization in Danish public schools

“…The importance of social skills is highlighted in the reviewed studies. Emotional intelligence (positively related to prosocial behavior and psychological flexibility) seems to facilitate inclusive behavior among students (Méndez-Aguado et al, 2020). Studies similarly suggest that anti-social behavior and poor social competencies are associated with loneliness and low peer acceptance (Junttila et al, 2012;Masi et al, 2011;Mouratidis & Sideridis, 2009).…”

“…• Emotional intelligence was positively related to prosocial behavior and psychological flexibility, which was shown to facilitate inclusive behavior among students in general (Méndez-Aguado et al, 2020).…”

“…This methodological issue is particularly apparent in relation to the SII (cf. Fernández-Archilla et al, 2020;Méndez-Aguado et al 2020), which has been validated as a reflective construct using CB-SEM, even though the index is apparently formative (it is called 'The Index for Inclusion'; cf. Booth & Ainscow, 2002.…”