ArticleFrontiers in psychiatry2026
School participation of students with disabilities in Spain: profile, supports and barriers.
Article in Frontiers in psychiatry, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: School participation is central to learning, development, and inclusion. Within international efforts to identify environmental barriers to participation, this study aimed to analyze the school participation profile of students aged 5-17 years in Spain-with and without disabilities and other special educational needs (SEN)-and to identify environmental factors that support or hinder their participation. Method: Parents of 415 Spanish students aged 5-17 years completed the Spanish version of the Participation and Environment Measure for Children and Youth: PEM-CY. Group differences between children with (n=142) and without (n=273) disabilities were tested. Results: Students with disabilities/SEN participated less often and with lower involvement across all school activities, with significant differences in "Classroom activities" and "Getting together with peers outside of class." Parents of children with disabilities reported that cognitive, behavioral, and social demands commonly hinder participation. Reported resource unavailability ranged from 10%-38% (adapted transportation, financial resources, information, technical/communication aids, and support services tailored to students' needs and interests). Conversely, 44.4%-72.8% of parents indicated that physical layout, sensory qualities, safety conditions, staff attitudes, and peer relationships usually supported participation. Discussion: Despite inclusive-education mandates, findings indicate persistent participation and engagement inequities for students with disabilities and other special needs in Spanish schools. Parents point to environmental conditions-support services tailored to students' needs and interests, teacher training to individualize these supports, and a culture of collaboration among teachers and between teachers, families, and children with special needs themselves-as key elements in ensuring meaningful, equitable, and full participation in school life.
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