Student well-being in inclusive education contexts: A systematic review of Hong Kong and Malaysia

Resumo

Inclusive education policies in Hong Kong and Malaysia secondary schools inadequately address intersectional marginalization across public and international school contexts, disproportionately impacting psychosocial well-being for students with diverse learning needs. This systematic review critically examines inclusive education policies and practices in secondary schools in Hong Kong and Malaysia, evaluating their impacts on student well-being and identifying barriers to holistic inclusion for marginalized groups. Adhering to PRISMA guidelines, this cross-cultural analysis synthesizes six empirical studies (2018–2024) through a cross-cultural analysis and a critical equity lens, addressing definitions of inclusive education in policy and practice, the impacts on student psychosocial outcomes, and systemic barriers for marginalised students. Six studies revealed that Hong Kong’s centralized policies prioritise resource equity but lack teacher preparedness, while Malaysia’s hybrid model enables localised adaptations but exacerbates urban-rural disparities. International schools’ accreditation frameworks (e.g., International Baccalaureate) supplemented national policies but inconsistently addressed cultural responsiveness.Contrary to the assumption that structural compliance ensures well-being, marginalised students with intersecting learning needs reported heightened feelings of belonging only in contexts that prioritise relational practices (e.g., peer support, intentional s

Tipo

Artigo

Área

Educação

Ano

2025

Idioma

Inglês

Licença

CC BY-NC-ND

DOI

10.38140/ijsie.v2i3.2156

Como citar (ABNT)

LO, Heather; VAZQUEZ, Annia Almeyda. Student well-being in inclusive education contexts: A systematic review of Hong Kong and Malaysia. International Journal of Studies in Inclusive Education, v. 2, n. 3, p. 72-79, 2025. DOI: 10.38140/ijsie.v2i3.2156.