Relationships and Psychosocial Aspects in Inclusive Secondary Schools in Germany

authored by: 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.
Organisation(s): Institute of Psychology
External Organisation(s): Bielefeld University
Type: Article
Journal: European Journal of Special Needs Education
Volume: 38
Pages: 894-908
No. of pages: 15
ISSN: 0885-6257
Publication date: 2023
Publication status: Published
Peer reviewed: Yes
ASJC Scopus subject areas: Education, Health Professions (miscellaneous), Developmental and Educational Psychology
Sustainable Development Goals: SDG 3 - Good Health and Well-being, SDG 4 - Quality Education
Electronic version(s): https://doi.org/10.1080/08856257.2023.2185857 (Access: Closed)

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",
}