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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| Language: | English |
| Authors: | Alexandra Pirker (ORCID |
| Source: | Journal of Research in Special Educational Needs. 2025 25(4):1021-1035. |
| 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: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 |
| Descriptors: | Foreign Countries, Secondary School Students, Mental Health, Well Being, Inclusion, Interpersonal Relationship, Self Concept, Student Placement, Grade 5, Grade 6, Students with Disabilities, Learning Disabilities, Special Classes |
| Geographic Terms: | Austria |
| DOI: | 10.1111/1471-3802.70026 |
| ISSN: | 1471-3802 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486554 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1471-3802 |
| DOI: | 10.1111/1471-3802.70026 |
