A Clinical SEL Intervention for Pupils in Inclusive Education

Preparing educators for teaching in inclusive education settings presents both conceptual and practical challenges. This study examines the implementation process of a professional development (PD) programme designed to equip teachers with Social and Emotional Learning (SEL) strategies tailored for pupils in inclusive classrooms. We analysed comprehensive reports submitted by 21 teachers who attended the PD programme and learned a structured intervention protocol, which enabled them to develop customised SEL interventions for individual pupils. Content analysis revealed that while the interventions were highly individualised to reflect the distinct characteristics and challenges of the pupils, they shared common intervention practices. Specifically, the analysis identified six primary intervention strategies; however, not all strategies were applied in each case or in the same temporal sequence. These findings underscore the feasibility of equipping educators with targeted SEL tools, offering valuable insights for advancing pedagogical practices in inclusive settings.