EDUCATIONAL INCLUSION AS A DETERMINANT OF UNIVERSITY STUDENTS’ PSYCHOLOGICAL WELL-BEING: A LITERATURE REVIEW

Abstract

This study examines educational inclusion as a determinant of psychological well-being in university students through a review of literature published between 2013 and 2025. A comprehensive search was conducted in the Scopus, Scielo, and Dialnet databases, resulting in the selection of 29 relevant studies. The findings reveal that students who experience discrimination or exclusion based on ethnicity, socioeconomic status, gender, or disability are more likely to exhibit high levels of anxiety, low self-esteem, and academic disengagement. Conversely, inclusive educational environments—defined by equity, respect for diversity, and institutional support—positively influence psychological well-being by fostering resilience, self-acceptance, and a sense of belonging. Resilience, in particular, emerges as a key protective factor in adverse academic contexts. The reviewed literature consistently highlights the need for universities to implement psychoeducational strategies, inclusive teacher training, and accessible mental health services to uphold the right to non-discriminatory education. It is concluded that educational inclusion constitutes an essential condition for comprehensive well-being and academic success in higher education settings.