Emotional Intelligence and Mental Well-being among Senior Secondary Students in Inclusive Education Settings
DOI:
https://doi.org/10.32628/GISRRJ26913Keywords:
Inclusive education, emotional intelligence, mental well-being, senior secondary students, self-efficacyAbstract
Inclusive education has emerged as a central educational reform aimed at ensuring equity, participation, and holistic development of all learners, including those with diverse learning needs. Alongside academic achievement, students’ mental well-being has become a critical concern, particularly at the senior secondary level where academic pressure, identity formation, and future-oriented stress intensify. The present study examines the relationship between inclusive educational practices, emotional intelligence, and mental well-being among senior secondary students. Using a review-based and empirical framework, the paper explores how supportive school environments, teacher attitudes, peer relationships, and self-belief contribute to students’ psychological well-being and capacity to cope with academic adversity. Findings suggest that inclusive practices positively influence students’ resilience and mental well-being, highlighting the need for targeted interventions within inclusive school settings.
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