SUPPORTING STUDENTS’ PSYCHOLOGICAL ADJUSTMENT IN INCLUSIVE CLASSROOMS

Abstract

Psychological adjustment is an important condition for meaningful participation in inclusive education. Students need accessible learning opportunities, supportive relationships, and a classroom environment in which they feel safe and valued. This conceptual article examines the factors that may influence students’ psychological adjustment and proposes practical approaches for teachers, school psychologists, and families. The discussion draws on international guidance on educational inclusion and published research on peer acceptance and anxiety. Particular attention is given to predictable classroom routines, accessible communication, cooperative learning, individualized support, and student participation in decision-making. A classroom support framework is proposed, combining initial observation, collaborative planning, implementation, and ongoing review. The article presents recommendations rather than findings from an original intervention. It concludes that psychological adjustment should be understood as a shared responsibility involving both the learner and the educational environment.