The influence of school placement on students' emotional school well‐being, social inclusion and academic self‐concept of students with and without learning disability.
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| Title: | The influence of school placement on students' emotional school well‐being, social inclusion and academic self‐concept of students with and without learning disability. |
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| Authors: | Pirker, Alexandra1,2 (AUTHOR) alexandra.pirker@univie.ac.at, Lindner, Katharina‐Theresa1 (AUTHOR), Schwab, Susanne1,2,3 (AUTHOR) |
| Source: | Journal of Research in Special Educational Needs. Oct2025, Vol. 25 Issue 4, p1021-1035. 15p. |
| Subject Terms: | *Longitudinal method, *Psychology of students, *Inclusive education, *Ability grouping (Education), *Learning disabilities, Psychological well-being, Social integration |
| Geographic Terms: | Austria |
| Abstract: | This longitudinal study aims to examine Austrian lower secondary grade students' (N = 415) emotional school well‐being, social inclusion and academic self‐concept regarding school placement over time (beginning of 5th till end of 6th grade). Using the Perception of Inclusion Questionnaire (PIQ), students with and without learning disability (LD) from lower secondary schools attending regular, inclusive and special class settings were surveyed. Results show that about 20 per cent of sixth‐grade students indicated low emotional school well‐being. Students without LD exhibited higher academic self‐concept, social inclusion and emotional well‐being in regular classes compared to inclusive classes. For students with LD, emotional school well‐being was generally higher in inclusive classes at the beginning of 5th grade compared to special educational classes. At the end of 5th grade and the beginning of 6th grade, students with LD in special classes showed slightly higher values for academic self‐concept, social inclusion and emotional school well‐being compared to students with LD in inclusive classes. Overall, the study results indicate that Austria is struggling with implementing inclusion. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This longitudinal study aims to examine Austrian lower secondary grade students' (N = 415) emotional school well‐being, social inclusion and academic self‐concept regarding school placement over time (beginning of 5th till end of 6th grade). Using the Perception of Inclusion Questionnaire (PIQ), students with and without learning disability (LD) from lower secondary schools attending regular, inclusive and special class settings were surveyed. Results show that about 20 per cent of sixth‐grade students indicated low emotional school well‐being. Students without LD exhibited higher academic self‐concept, social inclusion and emotional well‐being in regular classes compared to inclusive classes. For students with LD, emotional school well‐being was generally higher in inclusive classes at the beginning of 5th grade compared to special educational classes. At the end of 5th grade and the beginning of 6th grade, students with LD in special classes showed slightly higher values for academic self‐concept, social inclusion and emotional school well‐being compared to students with LD in inclusive classes. Overall, the study results indicate that Austria is struggling with implementing inclusion. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14713802 |
| DOI: | 10.1111/1471-3802.70026 |
