Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 894-908 |
| Seitenumfang | 15 |
| Fachzeitschrift | European Journal of Special Needs Education |
| Jahrgang | 38 |
| Ausgabenummer | 6 |
| Frühes Online-Datum | 6 März 2023 |
| Publikationsstatus | Veröffentlicht - 2023 |
Abstract
This study examines how the proportion of students with special educational needs (SEN) in class and their individual victimisation experiences may affect student-student and student-teacher relationships, social inclusion, and emotional well-being in school. The interaction of students’ SEN status and their victimisation experiences is also investigated. The convenience sample consists of 248 students (114 female, 134 male students) from the ages of 9 to 16 years (M = 11.53, SD = 1.43) enrolled in seven secondary schools in North Rhine-Westphalia, Germany. Results of hierarchical regression analyses revealed that a higher proportion of SEN in class was associated with lower ratings for student-teacher relationships, and that victimisation experiences were a significant predictor for student-student relationships and for social inclusion. Individual SEN status was related to lower ratings of social inclusion. Probing the interaction of SEN status and victimisation experiences on emotional well-being revealed non-significant simple slopes irrespective of SEN status. The corresponding statistical models yielded low to moderate variance explanations, indicating that the proportion of SEN in class, victimisation experiences, and individual SEN status may play a role in mental health related psychosocial outcome variables.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Gesundheitsberufe (insg.)
- Gesundheitsberufe (sonstige)
- Psychologie (insg.)
- Pädagogische und Entwicklungspsychologie
Ziele für nachhaltige Entwicklung
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in: European Journal of Special Needs Education, Jahrgang 38, Nr. 6, 2023, S. 894-908.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Relationships and Psychosocial Aspects in Inclusive Secondary Schools in Germany
AU - Weber, null
AU - Bebermeier, Sarah
AU - Biel, Universität
N1 - Funding Information: The present study was funded by a grant to Bettina Amrhein, Stefan Fries, and Leen Vereenooghe from the German Federal Ministry of Education and Research (support code: 01NV1738, support line: Qualification of educational professionals for inclusive education (Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung)). The authors are responsible for the content of this publication. We are grateful to the participating schools, teachers and students. In addition, the following persons provided support for the project: Beatrice Brandt, Merle Rehder, Annalena Sander, Alina Simonsen, Nora Schmidt and Luise Schröder.
PY - 2023
Y1 - 2023
N2 - This study examines how the proportion of students with special educational needs (SEN) in class and their individual victimisation experiences may affect student-student and student-teacher relationships, social inclusion, and emotional well-being in school. The interaction of students’ SEN status and their victimisation experiences is also investigated. The convenience sample consists of 248 students (114 female, 134 male students) from the ages of 9 to 16 years (M = 11.53, SD = 1.43) enrolled in seven secondary schools in North Rhine-Westphalia, Germany. Results of hierarchical regression analyses revealed that a higher proportion of SEN in class was associated with lower ratings for student-teacher relationships, and that victimisation experiences were a significant predictor for student-student relationships and for social inclusion. Individual SEN status was related to lower ratings of social inclusion. Probing the interaction of SEN status and victimisation experiences on emotional well-being revealed non-significant simple slopes irrespective of SEN status. The corresponding statistical models yielded low to moderate variance explanations, indicating that the proportion of SEN in class, victimisation experiences, and individual SEN status may play a role in mental health related psychosocial outcome variables.
AB - This study examines how the proportion of students with special educational needs (SEN) in class and their individual victimisation experiences may affect student-student and student-teacher relationships, social inclusion, and emotional well-being in school. The interaction of students’ SEN status and their victimisation experiences is also investigated. The convenience sample consists of 248 students (114 female, 134 male students) from the ages of 9 to 16 years (M = 11.53, SD = 1.43) enrolled in seven secondary schools in North Rhine-Westphalia, Germany. Results of hierarchical regression analyses revealed that a higher proportion of SEN in class was associated with lower ratings for student-teacher relationships, and that victimisation experiences were a significant predictor for student-student relationships and for social inclusion. Individual SEN status was related to lower ratings of social inclusion. Probing the interaction of SEN status and victimisation experiences on emotional well-being revealed non-significant simple slopes irrespective of SEN status. The corresponding statistical models yielded low to moderate variance explanations, indicating that the proportion of SEN in class, victimisation experiences, and individual SEN status may play a role in mental health related psychosocial outcome variables.
KW - Special educational needs
KW - inclusive education
KW - relationships
KW - secondary schools
KW - social inclusion
UR - http://www.scopus.com/inward/record.url?scp=85149846502&partnerID=8YFLogxK
U2 - 10.1080/08856257.2023.2185857
DO - 10.1080/08856257.2023.2185857
M3 - Article
VL - 38
SP - 894
EP - 908
JO - European Journal of Special Needs Education
JF - European Journal of Special Needs Education
SN - 0885-6257
IS - 6
ER -