Social and Emotional Wellbeing for Students With Disabilities in Inclusive Classrooms

Abstract

Physical wellbeing, being healthy and active, has long been the focus of medicine and education sectors. Positive social and emotional wellbeing, however, is increasingly recognised as an important component of a good quality of life. Different population groups may have diverse understandings of wellbeing, partly due to differing views on what constitutes wellbeing. This chapter addresses social and emotional wellbeing for students with disabilities in inclusive classrooms globally. Students with disabilities are more likely to develop poor social and emotional wellbeing due to the characteristics of their disability and environment, which can then impact on their inclusion in classrooms, social activities and the community. Measuring the social and emotional wellbeing of students with disabilities and addressing the findings of the assessment are critical in ensuring students have the skills and competency necessary to interact with peers and community members. Approaches to supporting positive social and emotional wellbeing for students with disabilities include the use of specific programmes such as cognitive-based therapy, where unhelpful thinking is changed, or mindfulness techniques that address stress and anxiety. Some of the mindfulness techniques include mediation, breathing exercises and yoga and may be adapted for use in the classroom. By addressing the social and emotional wellbeing of students with disabilities, and those without disabilities, teachers can foster an inclusive classroom, which will potentially lead to a more inclusive global society.