Mapping Teacher Competencies Supporting the Socio-Emotional Development of Students with Dyslexia: A Scoping Review

Abstract

This scoping review maps empirical evidence on teacher competencies that support the socio-emotional development of students with dyslexia within special education settings. Guided by Arksey and O’Malley’s scoping review framework and informed by PRISMA-ScR, the review synthesised empirical quantitative studies published between 2020 and 2025 from Scopus and Web of Science, complemented by backward reference checking. Eleven studies met the inclusion criteria. The synthesis identified five interrelated teacher competency domains: knowledge and instructional competence, pedagogical adaptation competence, teacher dispositional competence, behaviour management competence, and professional competency frameworks. The findings suggest that teacher competencies support students’ socio-emotional development through adaptive instructional practices, emotionally responsive interactions, supportive teacher-student relationships, and positive classroom environments. Several student-related socio-emotional domains were also identified, including emotional regulation, self-concept, coping strategies, environmental influences, and mental health-related risks. This review contributes to the literature by proposing an integrated conceptual model linking teacher competencies, classroom processes, and socio-emotional mechanisms in dyslexia-focused special education settings. The findings provide implications for teacher education, professional development, competency framework construction, and future empirical validation.