| dc.description.abstract | Inclusive education has been seen as a means to ensure equal access to quality basic education for all learners by
efficiently meeting their varied needs. Every individual desires a happy and healthy life, and inclusive education
plays a vital role in promoting psychological well-being, especially for students with disabilities. Inclusive
education is gaining attention in Nigeria, with Lagos State leading in implementing policies that foster inclusive
learning environments. Effective coping strategies are crucial for improving students' psychological well-being.
This study, therefore, examined coping strategies as predictors of the psychological well-being of students with and
without disabilities in inclusive basic schools in Lagos State. The study adopted a correlational research design.
The respondents for this study comprised nine basic students, both with and without disabilities. A census method
was used to select all 931 students from the seven inclusive basic schools in Lagos State. The Coping Strategies
Questionnaire and psychological well-being scale were adapted and used to gather data for the study. Mean rating
and percentage were used to answer research questions, and hierarchical regression was used to test the research
hypothesis at a 0.05 significance level. The finding showed that students with disability mostly used problem-focused
and avoidance coping strategies, while students without disabilities used problem-focused and seeking social
support coping strategies. Also, the level of psychological well-being of students with and without disabilities was
moderate. The study therefore recommended, amongst others, that: Inclusive schools should organize inclusive cocurricular
activities and events that allow students with and without disabilities to participate together, promoting a
sense of belonging and teamwork, which may likely help them in sustaining or increasing the moderate level of
psychological well-being. | en_US |
