SUBJECTIVE WELLBEING IN STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Written by Paulo A. S. MOREIRA, Helena BILIMÓRIA, Paula ALVEZ, Maria Alberta SANTOS, Ana Cristina MACEDO, Aura MAIA, Flora FIGUEIREDO, Maria José MIRANDA on 09 November 2015. Posted in Volume XIX, Nr 1

ABSTRACT

Although wellbeing is a multidimensional phenomenon, studies describing wellbeing in individuals presenting Special Education Needs (SEN) in a composite perspective are scarce. The objective of this study was to compare composite wellbeing (affect, satisfaction with social support, life satisfaction and quality of life) in students with and without Special Educational Needs, as well as with different health conditions. This study enrolled 603 students, 248 with and 355 without Special Educational Needs. Students with Special Educational Needs registered lower levels of both composite and specific dimensions of wellbeing, but higher level of satisfaction with social support. These results suggest that a full understanding of wellbeing of students with Special Educational Needs requires the assessment of its multiple dimensions, rather than a description of some components only. These results have strong implications for school-based promotion of positive functioning in students with Special Educational Needs.

KEYWORDS: special educational needs; subjective wellbeing; positive functioning; composite wellbeing

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