Inclusion Climate Perceptions of Secondary Students with and without SEND and Their Association with Motivation for Academic Engagement
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| Title: | Inclusion Climate Perceptions of Secondary Students with and without SEND and Their Association with Motivation for Academic Engagement |
|---|---|
| Language: | English |
| Authors: | Elias Avramidis (ORCID |
| Source: | Journal of Research in Special Educational Needs. 2026 26(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Secondary School Students, Student Attitudes, Students with Disabilities, Educational Environment, Student Motivation, Learner Engagement, Teacher Student Relationship, Emotional Experience, Peer Relationship, Foreign Countries |
| Geographic Terms: | Greece |
| DOI: | 10.1111/1471-3802.70059 |
| ISSN: | 1471-3802 |
| Abstract: | Drawing on a recent study, this paper questions the literature's dominant representation of integrated students with special educational needs and/or disabilities (SEND) as holding negative perceptions of their school climate and, by extension, being at a greater risk of poor psycho-social adjustment. Key dimensions of school climate and their association with motivation for academic engagement were examined in a sample of 626 secondary students, of whom 100 were diagnosed as having SEND, through administering the revised 'Inclusion Climate Scale' (ICS) and the 'Motivation and Engagement Scale for High School' (MES-HS). Comparisons between students with SEND and their typically achieving (TA) classmates were conducted in all dimensions of school climate assessed. Contrary to expectations, both groups reported positive perceptions of school climate and high levels of motivation for academic engagement. Strikingly, students with SEND expressed higher perceived 'teacher support and care' and 'emotional experience' compared to their TA peers but, in line with previous studies, lower perceptions in the 'peer relations' dimension of school climate. The assessed dimensions of school climate were strongly correlated with the students' reported motivation for academic engagement, thus highlighting the importance of fostering responsive learning environments which support the students' academic development and psychological well-being. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495200 |
| Database: | ERIC |
| Abstract: | Drawing on a recent study, this paper questions the literature's dominant representation of integrated students with special educational needs and/or disabilities (SEND) as holding negative perceptions of their school climate and, by extension, being at a greater risk of poor psycho-social adjustment. Key dimensions of school climate and their association with motivation for academic engagement were examined in a sample of 626 secondary students, of whom 100 were diagnosed as having SEND, through administering the revised 'Inclusion Climate Scale' (ICS) and the 'Motivation and Engagement Scale for High School' (MES-HS). Comparisons between students with SEND and their typically achieving (TA) classmates were conducted in all dimensions of school climate assessed. Contrary to expectations, both groups reported positive perceptions of school climate and high levels of motivation for academic engagement. Strikingly, students with SEND expressed higher perceived 'teacher support and care' and 'emotional experience' compared to their TA peers but, in line with previous studies, lower perceptions in the 'peer relations' dimension of school climate. The assessed dimensions of school climate were strongly correlated with the students' reported motivation for academic engagement, thus highlighting the importance of fostering responsive learning environments which support the students' academic development and psychological well-being. |
|---|---|
| ISSN: | 1471-3802 |
| DOI: | 10.1111/1471-3802.70059 |
