EMOTION REGULATION AND EMOTIONAL INTELLIGENCE AS PATHWAYS TO SOCIO-EMOTIONAL ADAPTATION AND INDEPENDENCE AMONG STUDENTS WITH DISABILITIES: A CONCEPTUAL PERSPECTIVE

Abstract

Emotion regulation (ER) and emotional intelligence (EI) are critical psychological constructs that shape the mental health, well-being, and adaptive functioning of students with disabilities. These emotional competencies influence how students cope with stress, interact socially, and develop autonomy within educational and social environments. Research has consistently highlighted that difficulties in ER and EI contribute to elevated anxiety, depression, and behavioral problems among students with disabilities, particularly those with learning, developmental, or intellectual challenges. Conversely, structured interventions that strengthen emotional skills foster psychological balance, resilience, and self-determination. This conceptual paper explores the interrelationships between emotion regulation, socio-emotional support, and emotional intelligence, emphasizing their combined role in promoting independence and inclusion among students with disabilities. It synthesizes empirical findings on ER as a determinant of adaptive functioning and EI as a mediator of social competence and academic engagement. The discussion highlights the significance of supportive educational ecosystems, teacher training, and technological innovations—such as digital learning tools and emotion-monitoring systems—in cultivating emotional competence. By conceptualizing ER and EI as dynamic mechanisms for socio-emotional adaptation, this paper proposes an integrative framework to inform future research, inclusive education policies, and intervention practices. Ultimately, strengthening emotional capacities in students with disabilities is essential for fostering autonomy, resilience, and a sense of belonging across academic and social contexts.