Well-being interventions for learners with special educational needs in schools: A scoping review
Well-being interventions for learners with special educational needs in schools: A scoping review

Summary/Abstract: Learners with special educational needs (SEN) often show difficulties in social interaction, autonomy, application of social rules, and behavioral and/or emotional self-regulation, not only in the school setting. Therefore, effective school-based interventions should support their well-being, positive development, and social and personal skills. This study aims to identify the interventions focused on well-being provided to learners with SEN and to assess their effectiveness. Reviewed research drawn from four databases (Web of Science, SCOPUS, ScienceDirect, and EBSCOhost), and nine journals identified 11 studies. Given their common features and characteristics, we grouped them into 3 categories: relaxation interventions, social and emotional skills interventions, and positive psychology interventions. Interventions targeting the well-being of learners with SEN are in short supply, their effectiveness is not generalizable to the entire population, and if implemented in a school setting, the general learner population may benefit from those interventions too. The reviewed interventions seem to be applicable in practice and have the potential to improve the overall well-being, mental health, and quality of life of learners with SEN in school, however, some limitations need to be discussed.

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