Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school
With the increasing student diversity, inclusive education has only become more relevant. Given that inclusive education is considered as the most effective approach to improve quality of education and promote equity and social cohesion, research has focused on examining the facilitators and barrier...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-03-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1069193/full |
| _version_ | 1797868147877871616 |
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| author | Marcela Pozas Marcela Pozas Claudia Jaquelina González Trujillo Verena Letzel-Alt |
| author_facet | Marcela Pozas Marcela Pozas Claudia Jaquelina González Trujillo Verena Letzel-Alt |
| author_sort | Marcela Pozas |
| collection | DOAJ |
| description | With the increasing student diversity, inclusive education has only become more relevant. Given that inclusive education is considered as the most effective approach to improve quality of education and promote equity and social cohesion, research has focused on examining the facilitators and barriers of meaningful inclusive education as well as the effectiveness of inclusive education on students’ academic outcomes. In contrast, far less attention has been paid to explore students’ non-achievement outcomes, such as their socio-emotional development. Therefore, this brief report presents the results of a small-scale exploratory study which examines Mexican students’ perceptions regarding their social inclusion, emotional well-being, and academic self-concept. A total of 101 Mexican students were included in the sample. Nonparametric tests such as Chi-square goodness of fit, Mann–Whitney U and Dunn’s tests were conducted to analyze the data. Overall, results show that students in general perceive themselves included at school, however, students attending private schools experience less emotional well-being. Implications of the results as well as further lines of research are discussed. |
| first_indexed | 2024-04-09T23:52:34Z |
| format | Article |
| id | doaj.art-7f2b3c3d29134ecc90321db59e0137c6 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-09T23:52:34Z |
| publishDate | 2023-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-7f2b3c3d29134ecc90321db59e0137c62023-03-17T05:43:22ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-03-01810.3389/feduc.2023.10691931069193Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at schoolMarcela Pozas0Marcela Pozas1Claudia Jaquelina González Trujillo2Verena Letzel-Alt3Professional School of Education, Humboldt-Universität zu Berlin, Berlin, GermanySchool of Psychology, University of Monterrey, Monterrey, MexicoSchool of Education and Humanities, University of Monterrey, Monterrey, MexicoSection for Teacher Education and Research, University of Trier, Trier, GermanyWith the increasing student diversity, inclusive education has only become more relevant. Given that inclusive education is considered as the most effective approach to improve quality of education and promote equity and social cohesion, research has focused on examining the facilitators and barriers of meaningful inclusive education as well as the effectiveness of inclusive education on students’ academic outcomes. In contrast, far less attention has been paid to explore students’ non-achievement outcomes, such as their socio-emotional development. Therefore, this brief report presents the results of a small-scale exploratory study which examines Mexican students’ perceptions regarding their social inclusion, emotional well-being, and academic self-concept. A total of 101 Mexican students were included in the sample. Nonparametric tests such as Chi-square goodness of fit, Mann–Whitney U and Dunn’s tests were conducted to analyze the data. Overall, results show that students in general perceive themselves included at school, however, students attending private schools experience less emotional well-being. Implications of the results as well as further lines of research are discussed.https://www.frontiersin.org/articles/10.3389/feduc.2023.1069193/fullinclusive educationstudents’ perceptionsemotional well-beingsocial inclusionacademic self-conceptperceptions of inclusion questionnaire |
| spellingShingle | Marcela Pozas Marcela Pozas Claudia Jaquelina González Trujillo Verena Letzel-Alt Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school Frontiers in Education inclusive education students’ perceptions emotional well-being social inclusion academic self-concept perceptions of inclusion questionnaire |
| title | Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school |
| title_full | Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school |
| title_fullStr | Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school |
| title_full_unstemmed | Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school |
| title_short | Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school |
| title_sort | mexican school students perceptions of inclusion a brief report on students social inclusion emotional well being and academic self concept at school |
| topic | inclusive education students’ perceptions emotional well-being social inclusion academic self-concept perceptions of inclusion questionnaire |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1069193/full |
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