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Psychological Science and Education
2025. Vol. 30, no. 6, 54–72
doi:10.17759/pse.2025300604
ISSN: 1814-2052 / 2311-7273 (online)

The relationship between the level of acceptance of schoolchildren in inclusive classes and their self-esteem

 
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Abstract

Context and relevance. To implement inclusion, it is not enough to organize joint education of children with different educational needs. It is necessary to create conditions that ensure acceptance of everyone, participation, support and accessibility of education. Objective. To study, in the context of joint education of schoolchildren with different educational needs, the relationship between the level of their acceptance of each other in the class as a whole, and the indicators of the personal development of students – self-esteem and the level of aspirations in the class as a whole. Hypothesis. The hypothesis of the study is the assumption of the existence of a connection between the level of acceptance of schoolchildren among each other in the class as an indicator of class inclusiveness and the level of their self-esteem and aspirations in general across classes with a certain level of acceptance. Methods and materials. The study, which was conducted in 2024, involved 1713 students from 57 fourth grades and 1525 students from 52 eighth grades from 55 schools in six regions of Russia. The sample included 230 students with disabilities (7,1%) studying in joint classes with normotypical students. The level of student acceptance was studied using the Sociomonitoring Service software and methodological complex; the parameters of student self-esteem were measured using the Dembo–Rubinstein method as modified by A.M. Prikhozhan. Results. Data analysis revealed the presence of three types of classes with different levels of acceptance among fourth graders (high – 9%, insufficient – 77%, low – 14%) and among eighth graders (high – 13%, insufficient – 63%, low – 23%). In fourth and eighth grades with a higher level of acceptance, a smaller proportion of students with low self-esteem and low aspirations was observed. In classes with a high level of acceptance, low self-esteem was not observed among students with disabilities. There were statistically significant differences between classes of different types in terms of levels of self-esteem and aspirations. Conclusions. It has been shown that in classes with a high level of acceptance of each other by students, there is a higher level of self-esteem and aspirations, which favors their personal development, which demonstrates the significant role of acceptance in achieving an inclusive educational environment. It is recommended that schools pay more attention to ensuring an accepting environment in classrooms as one of the key conditions for inclusion.

General Information

Keywords: social relations, joint learning, inclusion, acceptance, self-esteem, personal development, sociomonitoring

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2025300604

Funding. Funding. The study was carried out within the framework of the state assignment of the Ministry of Education of the Russian Federation dated 09.02.2025 No. 073-00037-24-01 “Psychological assistance to students with special educational needs in an inclusive general education organization”.

Acknowledgements. The authors thank G.I. Tolchkov for assistance in collecting data for the study.

Received 29.04.2025

Revised 14.10.2025

Accepted

Published

For citation: Bystrova, Yu.A., Samsonova, E.V., Shemanov, A.Yu., Alekseeva, M.N. (2025). The relationship between the level of acceptance of schoolchildren in inclusive classes and their self-esteem. Psychological Science and Education, 30(6), 54–72. (In Russ.). https://doi.org/10.17759/pse.2025300604

© Bystrova Yu.A., Samsonova E.V., Shemanov A.Yu., Alekseeva M.N., 2025

License: CC BY-NC 4.0

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Information About the Authors

Yuliya A. Bystrova, Doctor of Psychology, Assistant Professor, Head of Scientific Laboratory of the Federal Center for the Development of Inclusive General and Additional Education, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-1866-0993, e-mail: bystrovayua@mgppu.ru

Elena V. Samsonova, Candidate of Science (Psychology), Leading Researcher of the Federal Center for the Development of Inclusive General and Additional Education, head of the master's program "Tutor support in inclusive education", Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-8961-1438, e-mail: samsonovaev@mgppu.ru

Alexey Y. Shemanov, Doctor of Philosophy, Professor of the Department of Special Psychology and Rehabilitation, Faculty of Clinical and Special Psychology, Leading Researcher, Scientific Laboratory of the Federal Center for the Development of Inclusive General and Additional Education, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-3925-3534, e-mail: shemanovayu@mgppu.ru

Marina N. Alekseeva, Federal Center for the Development of Inclusive General and Supplementary Education. Specialist in educational and methodological work, head of the monitoring sector, Moscow State University of psychology and education (MSUPE), Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-3802-297X, e-mail: alekseevamn@mgppu.ru

Contribution of the authors

Bystrova Yu.A. — research planning; experiment implementation; data analysis; manuscript writing and design; research supervision.

Samsonova E.V. — research ideas; research planning; experiment implementation; data analysis; manuscript writing and design.

Shemanov A.Yu. — data analysis; annotation, application of statistical and mathematical methods for data analysis; manuscript writing and design.

Alekseeva M.N. — application of statistical and mathematical methods for data analysis; data collection and analysis; visualization of research results.

All authors participated in the discussion of the results and approved the final text of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

Ethics statement

The study was conducted by educational psychologists at the schools which had obtained informed consent from parents to conduct psychological measurements on their children.

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