Inclusive education and mental health in school settings

Mental health is a key component in building inclusive school communities, as it influences the experiences of students and teachers, and is affected by institutional structures and practices. Empirical evidence on this relationship remains limited, making it difficult to develop concrete guidelines for schools. This systematic review of empirical studies analyzes the relationship between mental health and inclusive education in school settings. Its purpose is exploring recurring findings, relationships between both dimensions, relevant school practices, and barriers to their integration. PRISMA methodology was applied to select 13 studies for analysis. The review reveals a methodological diversity focused on students with diagnoses as well as teachers, families, and school teams. The studies highlight that the relationship between inclusion and mental health is complex and is expressed at multiple levels: student experiences, teacher well-being, and organizational dynamics. Although promising practices are identified, they are still scarce and fragmented. In addition, structural, cultural, and training-related barriers persist, preventing mental health from being fully integrated a cross-cutting axis of inclusion. The discussion centers on the challenges of aligning school mental health with the principles of inclusive education

Component (thermodynamics · Diversity (politics · Empirical evidence · Empirical research · Inclusion (mineral · Mental health · Systematic review · Education Discipline and Inequality · Resilience and Mental Health · School Health and Nursing Education