Psycho-educational intervention and socio-emotional skill development in students with specific educational needs

Abstract

The study aimed to analyze the relationship between psycho-pedagogical intervention and the development of socio-emotional skills in students with specific educational needs at a public school in Ecuador. A mixed-methods approach was employed, utilizing a non-experimental, cross-sectional design with a descriptive-correlational scope. The sample consisted of 100 students across middle and upper levels of General Basic Education and the Baccalaureate level. Data collection involved a structured 20-item questionnaire and semi-structured interviews with a subgroup of 15 participants. Results showed an overall average score of 3.77 out of 5 for socio-emotional skills, with empathy and social communication/interaction standing out as strengths. Emotional self-regulation and conflict resolution were identified as areas requiring further strengthening. Qualitative findings confirmed improvements in social coexistence, participation, emotional expression, and interpersonal relationships. The study concluded that psycho-pedagogical intervention was positively associated with socio-emotional development and that its systematic, contextualized, and inclusive application enhanced the well-being and educational participation of students with specific educational needs within the school setting.