Psychological Well-Being Among Students with Disabilities in Inclusive Schools

Abstract

This narrative review explores PWB among students with disabilities in inclusive schools, emphasizing educational environments to protect or undermine mental health and social functioning. Drawing on recent literature, the review first clarifies key concepts and theoretical frameworks related to PWB, inclusion & diverse disability types. It then outlines general patterns of vulnerability, including heightened risks of internalizing symptoms, low self-esteem, and social isolation, while highlighting protective factors such as supportive relationships, positive school climate, and meaningful participation. The profiles for PWB are examined across disability categories (intellectual and developmental disabilities, autism spectrum disorder, specific learning disabilities, sensory and physical impairments, and mixed disabilities), showing that school experiences and access to accommodations are critical determinants. The review further discusses school practices and interventions universal, targeted, and individualizedn that support well-being, along with assessment issues around measuring school-based PWB in students with disabilities. Finally, it identifies key gaps in knowledge, particularly the need for longitudinal evidence, disability-specific interventions, culturally adapted measures, and research from low- and middle-income countries, and proposes directions for future work. Overall, the review argues that inclusive schools can promote resilience, self-concept, and social connectedness when PWB is treated as a central goal of inclusive education.