Relationships and Psychosocial Aspects in Inclusive Secondary Schools in Germany

verfasst von: Weber, Sarah Bebermeier, Universität Biel
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.
Organisationseinheit(en): Institut für Psychologie
Externe Organisation(en): Universität Bielefeld
Typ: Artikel
Journal: European Journal of Special Needs Education
Band: 38
Seiten: 894-908
Anzahl der Seiten: 15
ISSN: 0885-6257
Publikationsdatum: 2023
Publikationsstatus: Veröffentlicht
Peer-reviewed: Ja
ASJC Scopus Sachgebiete: Ausbildung bzw. Denomination, Gesundheitsberufe (sonstige), Pädagogische und Entwicklungspsychologie
Ziele für nachhaltige Entwicklung: SDG 3 – Gute Gesundheit und Wohlergehen, SDG 4 – Qualitativ hochwertige Bildung
Elektronische Version(en): https://doi.org/10.1080/08856257.2023.2185857 (Zugang: Geschlossen)

BibTeX

@article{5ea8eba35e8f4b6b978089bc7597d36d,
title = "Relationships and Psychosocial Aspects in Inclusive Secondary Schools in Germany",
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{\textquoteright} 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.",
keywords = "Special educational needs, inclusive education, relationships, secondary schools, social inclusion",
author = "Weber and Sarah Bebermeier and Universit{\"a}t Biel",
note = "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 p{\"a}dagogischen Fachkr{\"a}fte f{\"u}r 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 Schr{\"o}der. ",
year = "2023",
doi = "10.1080/08856257.2023.2185857",
language = "English",
volume = "38",
pages = "894--908",
journal = "European Journal of Special Needs Education",
issn = "0885-6257",
publisher = "Routledge",
number = "6",
}