Emotional and inclusive classrooms and adolescent well-being: A systematic review

Abstract

The classroom environment as perceived by students significantly impacts their learning and personality development. Teachers can help promote adolescent well-being and inclusion through the classroom environment. Studies on classroom climate, adolescent well-being and inclusion in secondary education are a minority compared to those in early childhood and primary education. In this context, the objectives of this work are the following: (a) to analyze the relationships between an emotional and inclusive classroom climate with the emotional well-being of adolescents; (b) to systematize the most appropriate teaching competencies to foster the affective and inclusive quality of the classroom environment in secondary education. In order to respond to the study’s objectives, a systematic review of the literature has been carried out and the guidelines marked in the PRISMA statement for systematic scientific reviews have been followed. For the methodological review, the articles were evaluated with the JBI Critical Appraisal Tools. The ERIC and Web of Science databases were consulted. The search period was from 2016 to 2020. The review was conducted on the basis of 32 selected studies. The results obtained offer contrasted evidence of the impact of an affective and inclusive.