Educación inclusiva y salud mental en contextos escolares: una revisión sistemática de investigaciones empíricas
DOI:
https://doi.org/10.5027/psicoperspectivas-Vol25-Issue1-fulltext-3573Palabras clave:
educación inclusiva, escuelas, PRISMA, revisión de literatura, salud mentalResumen
La salud mental es un componente clave en la construcción de comunidades escolares inclusivas, influye en las experiencias de los estudiantes y los docentes, y es afectada por estructuras y prácticas institucionales. La evidencia empírica sobre esta relación es limitada, ello dificulta el desarrollo de directrices concretas para las escuelas. Esta revisión sistemática de estudios empíricos analiza la relación entre salud mental y educación inclusiva en el ámbito escolar. Su objetivo es explorar hallazgos recurrentes, relaciones entre ambas dimensiones, prácticas escolares relevantes y barreras para su integración. Aplicando la metodología PRISMA se seleccionó 13 estudios para su análisis. Este reveló una diversidad metodológica centrada en estudiantes con diagnósticos, docentes, familias y equipos escolares. Los estudios destacan que la relación entre inclusión y salud mental es compleja y se expresa en múltiples niveles: vivencias de los estudiantes, bienestar de los docentes y dinámicas organizativas. Aunque se identifican prácticas prometedoras, estas siguen siendo escasas y fragmentadas. Además, persisten barreras estructurales, culturales y relacionadas con la formación, que impiden integrar plenamente la salud mental como un eje transversal de la inclusión. La discusión aborda los retos de la armonización de la salud mental en la escuela con los principios de la educación inclusiva.
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