Introduction. The participating countries of the UN Summit (16–19 September 2022, New York) point to the devastating impact of the global crisis of equity and inclusivity on the future of children and young people around the world, bringing the issues of inclusion and equal access to education to the top of the global policy agenda. The Summit participants call for laying the foundation for the transformation of education based on the principles of inclusivity as well as the creation of non-discriminatory, comfortable conditions ensuring the psychological well-being of all subjects of the educational environment.
The article aims to identify, consider and present a theoretical justification of determinants of risk behaviour of learners with disabilities in an inclusive educational environment on the basis of the analysis of scientific approaches to studying the impact of environmental and personal determinants on the psychological well-being of challenged students.
Materials and methods. The research was implemented on the basis of reviewing and analysing the content of scientific publications presented in the international scientific database PubMed, as well as a number of articles included in the Russian Science Citation Index and presented in the electronic library e-Library. The authors used the following methods in their research: analysis of sources on the research problem, comparison and generalisation of approaches to the study of personal and environmental determinants of risk behaviour of learners with disabilities.
Results. Students with disabilities of various nosology types, for the reason of psychophysical development disorders, turn out to be the most psychologically vulnerable group of children in the environment of educational organisations engaged in inclusive practice. To assess the personal and environmental determinants of risk behaviour and predictors of psychological distress of children with special educational needs, it is necessary to take into account their psychophysiological, cognitive, social and psychological characteristics along with the content of inclusive educational environment components uniquely manifested in any school.
Conclusion. The result of analysing the environmental and personal determinants of risk behaviour of children with health limitations can be a starting point in planning and designing preventive and corrective pedagogical work with children and adolescents aimed to prevent, counter-balance or reduce the manifestations of risk behaviour.
Keywords: students with disabilities, inclusive educational environment, risk behaviour, environmental determinants, personal determinants, prevention of risk behaviour, psychological well-being
For Reference: Semenova, E. V., Trufanova, G. K., & Bezdetko, S. N. (2025). Personal and environmental determinants of risk behaviour of students with disabilities. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (3), 341–352. https://doi.org/10.32744/pse.2025.3.22
Information about the authors:
Elena V. Semenova (Russia, Yekaterinburg) — Cand. Sci. (Psychol.), Associate Professor of the Department of Special Pedagogy and Special Psychology, Director of the Institute of Special Education. Ural State Pedagogical University. E-mail: iso.semenova@yandex.ru
Galina K. Trufanova (Russia, Yekaterinburg) — Senior lecturer of the Department of Special Pedagogy and Special Psychology, Institute of Special Education. Ural State Pedagogical University. E-mail: ya.trufanova-galina@yandex.ru
Sergey N. Bezdetko (Russia, Yekaterinburg) — Cand. Sci. (Educ.), Associate Professor of the Department of Speech Therapy and Clinic of Dysontogenesis, Institute of Special Education. Ural State Pedagogical University. E-mail: s.n.bezdetko@mail.ru
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