Social and emotional performance of deaf and hard-of-hearing students in inclusive schools: a mixed-methods analysis of teachers' experiences in Saudi Arabia.

Social and emotional performance is a fundamental component in promoting the psychological and social adjustment of deaf and hard-of-hearing (DHH) students, as it contributes to the development of communication skills, emotional regulation, and the formation of positive interpersonal relationships. The present study aimed to examine teachers' perceptions of the social and emotional performance of deaf and hard-of-hearing students in inclusive schools. The study employed a mixed-methods approach using a sequential explanatory design. Quantitative data were collected through the administration of a Social and Emotional Performance Scale to 102 teachers of deaf and hard-of-hearing students in Saudi Arabia. In addition, semi-structured interviews were conducted with 15 teachers who were purposively selected from among the survey participants to obtain in-depth insights. The quantitative findings indicated that the level of social and emotional performance among deaf and hard-of-hearing students, from the teachers' perspectives, was moderate. The results also showed no statistically significant differences in teachers' perceptions attributable to the variables of academic qualification, years of teaching experience, educational stage, or teaching category. The qualitative findings revealed three main factors influencing the social and emotional performance of DHH students: family, peers, and teachers; communication methods used; and the educational environment and assistive resources. The findings also identified a set of strategies proposed by teachers to enhance students' social and emotional performance, including promoting emotional expression and emotional regulation in challenging situations, addressing frustration and academic failure, participation in programs and activities that support psychological adjustment, using sign language and assistive technologies, encouraging friendships and addressing bullying and social exclusion, developing cooperation and teamwork skills, and implementing school initiatives that promote community acceptance. Overall, the findings highlight the importance of strengthening social and emotional support strategies and developing inclusive educational environments that foster the social integration and school adjustment of deaf and hard-of-hearing students.