Defending and including students with special educational needs: a qualitative study with Chilean students.

Area of Science:

• Educational Psychology
• Social Psychology

Background:

• Subjective theories on high-cost prosocial behavior among students are underexplored, particularly concerning students with special educational needs (SEN).
• Understanding student perspectives is crucial for fostering inclusive educational environments.

Purpose of the Study:

• To describe and interpret subjective theories of secondary school students regarding high-cost prosocial behavior towards students with special educational needs (SEN).
• To explore the perceived link between high-cost prosocial behavior and its impact on educational inclusion and school climate.

Main Methods:

• Qualitative methodology utilizing an instrumental case study design.
• Data collected through episodic interviews and a focus group with 11 students selected via theoretical sampling.
• Analysis involved thematic coding, grounded theory procedures, and specific analysis of subjective theories.

Main Results:

• High-cost prosocial behavior is associated with values of justice and inclusion.
• This behavior involves social risks for the benefactor but yields positive effects on well-being and educational inclusion for SEN students.
• Observed positive impacts on academic performance of SEN students and overall school climate.

Conclusions:

• Family, school, and group factors significantly influence the promotion of high-cost prosociality.
• High-cost prosocial behavior holds substantial formative potential for creating fairer and more inclusive educational settings.
• Interventions should consider these factors to enhance prosocial behavior and support SEN students.