Anxiety and self-esteem in children: a comparison of inclusive and non-inclusive schools
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In the field of clinical psychology, mental health during childhood is a crucial and priority aspect, as this stage involves the development of emotional and psychological processes fundamental for lifelong well-being. In this context, school experiences are particularly relevant, as they can significantly influence children’s socioemotional development. The aim of the present study was to analyze the relationship between anxiety and self-esteem levels in children aged 9 to 13 attending an inclusive school and an educational institution without an explicit inclusive approach. The study employed a non-experimental, cross-sectional, correlational-comparative design. The sample consisted of 100 students enrolled in both inclusive and non-inclusive institutions. The instruments used were the State-Trait Anxiety Inventory for Children (STAIC) and the Self-Esteem Assessment Questionnaire for Primary Education (A-EP). Results showed a general tendency toward low self-esteem and moderate to low levels of state and trait anxiety. A negative and statistically significant correlation was found between the variables, suggesting that higher self-esteem levels are associated with lower anxiety levels, and vice versa. Additionally, girls reported higher anxiety levels than boys, while no significant differences were observed based on the type of educational institution, indicating that these variables are influenced not only by the institution type but also by other contextual factors.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
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