Subjective well-being of students in school in an inclusive education

The article analyzes the arguments of the relevance of the study of the connection between inclusion in a modern school and the subjective well-being of schoolchildren. Subject of research: factors of subjective well-being of students and an inclusive school environment. Purpose of research: to analyze the severity of the factors of subjective well-being of students and the inclusive environment of the school in conjunction with the socio-psychological characteristics of students, including those with disabilities. Methods and objects of research: the empirical analysis included a study of satisfaction with school, family, oneself and one's life prospects, friends, as well as inclusive policies, inclusive practices, and inclusive culture at school. A continuous study of 807 students of the 7,8,9,10,11 th grades of the Tyumen city school was conducted. The study was conducted using the author's questionnaire. It is based on the questionnaire of the international research project on the study of subjective well-being of children "Detsky Mir" Children's World and the questionnaire of T.Booth, M.Einscow. Main results of research: a decrease in the level of assessment of subjective well-being with an increase in the class of study; a difference in grades depending on gender; a tendency to link well-being and an inclusive environment at school; a difference in the assessment of factors of subjective well-being and an inclusive environment of normotypical and students with disabilities. It is shown that one of the tools for the formation of an inclusive educational space can be socio-emotional learning. Inclusion, subjective well-being and socio-emotional learning make up the trinity of the education model. The construction of this model will ensure the necessary level of openness and accessibility of modern school education.