Advancing Disability Inclusion and Mental Well-Being in Higher Education: Institutional Strategies and Public Policy Perspectives
Keywords:
Inclusive education; mental well-being; disability inclusion; higher education; public policy.Abstract
This study investigates the relationship between institutional inclusion strategies, public policy implementation, and the mental well-being of university students with disabilities in higher education. Using a quantitative, descriptive-correlational design, data were collected from 350 students with disabilities enrolled in public and private universities. The instruments included a structured questionnaire measuring institutional inclusion strategies and psychological well-being based on Ryff’s model. Data were analyzed using descriptive statistics, Pearson correlation, and independent-samples t-tests. The results reveal a significant positive correlation between institutional inclusion strategies and mental well-being (r = 0.68, p < 0.001). Curricular adaptations and technological accessibility showed the strongest associations with psychological well-being. Students in private universities reported higher levels of inclusion and well-being compared to those in public institutions. Furthermore, students with psychosocial disabilities exhibited lower levels of mental well-being than other disability groups. The findings highlight the importance of effective institutional strategies and robust public policies in promoting inclusive higher education environments that support both academic participation and psychological well-being. The study contributes to understanding how inclusive practices influence student well-being and provides implications for policy development and institutional improvement.
Downloads
References
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Etikan, I. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 149–152. https://doi.org/10.15406/bbij.2017.05.00149
García-Cedeño, L., Rodríguez-Pérez, A., & Castillo-López, E. (2021). Inclusive policies in higher education: Barriers and facilitators for students with disabilities. Latin American Journal of Inclusive Education, 15(1), 55–74. https://doi.org/10.30688/rlei.2021.19
George, D., & Mallery, P. (2019). IBM SPSS statistics 25 step by step: A simple guide and reference. Routledge.
González, P., & Muñoz, R. (2022). Factors that influence the educational inclusion of students with disabilities in universities. Inclusion and Education Journal, 30(1), 112–130. https://doi.org/10.1007/s11159-022-09932-6
Hernández-Sampieri, R., & Mendoza, C. P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education.
Ortiz, P. (2021). The impact of attitudinal barriers on the emotional well-being of university students with disabilities. Psychology and Education, 29(3), 189–203. https://doi.org/10.1016/j.psi.edu.2021.07.05
Pérez-Rodríguez, L., Vargas-Ríos, R., & Jiménez-Fernández, F. (2022). Psychological well-being and curricular adaptations in students with disabilities: A multidimensional approach. University Psychology, 28(1), 67–88. https://doi.org/10.1017/pu2022
Ruiz, C., & Castro, J. (2022). Public policies and inclusive education: An analysis of their impact on higher education in Ibero-America. Ibero-American Journal of Higher Education, 13(2), 101–124. https://doi.org/10.22201/ries2022
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081. https://doi.org/10.1037/0022-3514.57.6.1069
Santos, D., & Pérez, M. (2020). Inclusive strategies in universities and their impact on the well-being of students with disabilities. Journal of Educational Psychology, 23(3), 290–308. https://doi.org/10.1016/j.psiedu.2020.09.01
Vargas, A., & Molina, B. (2021). Inclusion and well-being in the university: Challenges and opportunities in higher education. Journal of Educational Inclusion, 23(1), 85–99. https://doi.org/10.1007/s11159-021-09812-7
Vega-Hernández, A., & López-González, B. (2020). Educational inclusion policies and their impact on the emotional well-being of students with disabilities. Journal of Educational Research, 38(2), 93–108. https://doi.org/10.1077/rie.2020.0074
