Facilitating socio-educational inclusion of students with special educational needs through self-esteem development

Abstract

This study examines the role of self-esteem development in facilitating the socio-educational inclusion of students with special educational needs (SEN). The research was conducted during the 2019–2020 school year at Poplaca Secondary School (Romania) and involved a sample of 12 students aged between 7 and 14 years. The methodology included systematic observation, semi-structured interviews, focus groups, evaluation grids, and the Rosenberg Self-Esteem Scale. The educational intervention, based on a school–family partnership, aimed to enhance students’ socio-emotional development. The results indicate a statistically significant improvement in self-esteem levels and social participation. The findings highlight the importance of inclusive educational practices and collaborative strategies in supporting effective integration.