PROMOTING EMOTIONAL INTELLIGENCE TO STRENGTHEN RESILIENCE, SCIENCE LEARNING, AND INCLUSIVE SUPPORT FOR STUDENTS WITH DISABILITIES

Abstract

Emotional intelligence (EI) plays a vital role in fostering resilience, enhancing academic performance, and promoting the holistic development of students, particularly in inclusive classrooms. This study explored how EI strategies can be employed in inclusive science classrooms to support students with disabilities, strengthen resilience, and improve science achievement. Using a qualitative approach under the interpretivist paradigm, data were collected through semi-structured interviews, focus groups, structured classroom observations, and document analysis. Participants included 15 teachers, 13 staff members, and eight student focus groups, recruited through purposive sampling until data saturation was achieved. Triangulation across multiple data sources and member checking were used to enhance trustworthiness. Findings revealed that while teachers recognized the importance of EI, its practical application was inconsistent due to limited training, insufficient conflict resolution strategies, and inadequate systemic support. Additional challenges included gaps in support for students with disabilities and the absence of structured frameworks to foster peer relationships and resilience. The study concludes that EI strategies hold significant potential to improve both academic and emotional outcomes; however, their effective integration requires comprehensive teacher training, enhanced resources, and stronger institutional commitment. These rigor-focused insights contribute to advancing inclusive science education practices.