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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 0000-0003-4713-2695), Ifigenia Kalliopi Kampadeli (ORCID 0009-0009-8126-3139), Stuart Woodcock (ORCID 0000-0002-2035-8638)
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
FullText Text:
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IllustrationInfo
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  Data: Inclusion Climate Perceptions of Secondary Students with and without SEND and Their Association with Motivation for Academic Engagement
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Elias+Avramidis%22">Elias Avramidis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4713-2695">0000-0003-4713-2695</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ifigenia+Kalliopi+Kampadeli%22">Ifigenia Kalliopi Kampadeli</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-8126-3139">0009-0009-8126-3139</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stuart+Woodcock%22">Stuart Woodcock</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2035-8638">0000-0002-2035-8638</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Special+Educational+Needs%22"><i>Journal of Research in Special Educational Needs</i></searchLink>. 2026 26(1).
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  Data: 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
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  Data: Y
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  Data: 11
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Experience%22">Emotional Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink>
– Name: DOI
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  Data: 10.1111/1471-3802.70059
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  Data: 1471-3802
– Name: Abstract
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  Data: 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.
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  Data: 2026
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  Data: EJ1495200
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        Value: 10.1111/1471-3802.70059
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Emotional Experience
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Greece
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      – TitleFull: Inclusion Climate Perceptions of Secondary Students with and without SEND and Their Association with Motivation for Academic Engagement
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            NameFull: Ifigenia Kalliopi Kampadeli
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