The school environment as a therapeutic ecosystem: mental health, emotional well-being, and the adoption of the inclusive educational paradigm

Abstract

Student mental health and emotional well-being have been recognized as inescapable factors for academic performance and holistic development. This article presents a bibliographic review that establishes a critical connection between the active promotion of emotional well-being and the effective implementation of Inclusive Educational Models (IEM). The research argues that the school, far from being merely a center of instruction, must operate as a “therapeutic ecosystem” that identifies and eliminates barriers to learning and participation, which are often emotional and social in nature. The insufficiency of traditional individualized response models (focused only on pathology) is examined against the need for a systemic and preventive approach, promoted by Universal Design for Learning (UDL) and Emotional Education. Conclusions emphasize that the curricular integration of socio-emotional competencies, alongside mental health support for teaching staff, is essential to transform schools into safe and welcoming environments that guarantee the fundamental right to mental health.