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Quality of Life in Students with Special Needs: Relevance to Bullying, Social Support and Inclusive Education

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Title: Quality of Life in Students with Special Needs: Relevance to Bullying, Social Support and Inclusive Education
Language: English
Authors: Eid G. Abo Hamza (ORCID 0000-0001-5971-6757), Aman E. Elwasila, Kawthar S. Jubara, Hanaa F. Elkholy, Haya Sardeah, Yasmen G. Elsantil
Source: European Journal of Education. 2026 61(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
Descriptors: Bullying, Students with Disabilities, Quality of Life, Self Determination, Social Support Groups, Inclusion, Social Bias, Attitudes toward Disabilities
DOI: 10.1111/ejed.70380
ISSN: 0141-8211
1465-3435
Abstract: Students who have special needs, experience various psychosocial problems that may affect their quality of life (QoL). Understanding these issues is vital to developing inclusive practices that promote well-being, especially for learners from diverse cultural and underrepresented backgrounds. The purpose of this study was to identify psychosocial factors affecting the QoL of students with special needs in the West and non-Western contexts. Using the framework of Arksey and O'Malley, further refined by Levac et al. and the JBI Manual for Evidence Synthesis, a scoping review was undertaken on Google Scholar, PubMed and PsycINFO. Eighty-two records were included out of 114 identified records. The outcome of the thematic analysis showed that QoL is affected by five main psychosocial domains (i.e., bullying, self-determination, social support, inclusive education and stigma). These factors were discovered to either improve or decrease students' quality of life. The study shows how essential policies of inclusion, emotional support and self-determination are. It highlights the negative effects of bullying and stigma. Coming studies should consider non-Western inclusive education practices using contextualised Quality of Life measures.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497789
Database: ERIC
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  Data: Quality of Life in Students with Special Needs: Relevance to Bullying, Social Support and Inclusive Education
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  Data: <searchLink fieldCode="AR" term="%22Eid+G%2E+Abo+Hamza%22">Eid G. Abo Hamza</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5971-6757">0000-0001-5971-6757</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aman+E%2E+Elwasila%22">Aman E. Elwasila</searchLink><br /><searchLink fieldCode="AR" term="%22Kawthar+S%2E+Jubara%22">Kawthar S. Jubara</searchLink><br /><searchLink fieldCode="AR" term="%22Hanaa+F%2E+Elkholy%22">Hanaa F. Elkholy</searchLink><br /><searchLink fieldCode="AR" term="%22Haya+Sardeah%22">Haya Sardeah</searchLink><br /><searchLink fieldCode="AR" term="%22Yasmen+G%2E+Elsantil%22">Yasmen G. Elsantil</searchLink>
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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: <searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+of+Life%22">Quality of Life</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink>
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  Data: 10.1111/ejed.70380
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  Data: Students who have special needs, experience various psychosocial problems that may affect their quality of life (QoL). Understanding these issues is vital to developing inclusive practices that promote well-being, especially for learners from diverse cultural and underrepresented backgrounds. The purpose of this study was to identify psychosocial factors affecting the QoL of students with special needs in the West and non-Western contexts. Using the framework of Arksey and O'Malley, further refined by Levac et al. and the JBI Manual for Evidence Synthesis, a scoping review was undertaken on Google Scholar, PubMed and PsycINFO. Eighty-two records were included out of 114 identified records. The outcome of the thematic analysis showed that QoL is affected by five main psychosocial domains (i.e., bullying, self-determination, social support, inclusive education and stigma). These factors were discovered to either improve or decrease students' quality of life. The study shows how essential policies of inclusion, emotional support and self-determination are. It highlights the negative effects of bullying and stigma. Coming studies should consider non-Western inclusive education practices using contextualised Quality of Life measures.
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