Subjective well-being and social inclusion at school for students with a disability, according to their parents, in France.

Guillemot et al. (2024) asked French parents how their kids with disabilities feel at school. They used a survey to measure two things: well-being and social inclusion. The sample covered a mix of disabilities in regular public schools.

Parents said kids feel happier and more included when two things happen. First, parents and teachers get along. Second, the school gives accommodations the parents see as helpful. Well-being and inclusion drop as kids get older.

Şahin et al. (2020) built a short teacher scale for the same idea—school participation. Their tool gives you a classroom view to pair with parent reports.

Sasson et al. (2022) show teens with intellectual disability can rate their own well-being if you simplify the survey. That extends the French work by adding student voice.

Naraian (2008) warns that friendly "classroom family" talk can still leave kids with significant disabilities on the sidelines. The new data agree: warm feelings alone are not enough; you also need solid accommodations.

Şahin et al. (2020) found lower participation for kids with specific learning disabilities across home, school, and community. The French parents, however, rated school inclusion as positive. The gap fades when you see Sedef measured many settings and used broader disability labels, while Françoise focused on parent views inside school walls.

You can boost happiness and inclusion tomorrow by checking two boxes. Start the session by asking parents, "Do the accommodations feel right to you?" If the answer is no, adjust. Keep the parent-teacher bond strong with quick weekly notes. Track these simple ratings each month; they predict how included the child feels.