Journal of Special Treatment, 2026.12(1). - full text

The aim of the study is to bring the examination of students’ psychological capital into the discourse on inclusive education, and to investigate its associations with informal status. To assess psychological capital, we adapted the validated Hungarian translation of the questionnaire developed by Luthans and colleagues (2007) (Kádi et al., 2020) to school settings. To measure informal capital, we used a self-rated popularity scale and an index measuring the extent of peer and teacher relationships. The study was conducted in Budapest, a town, and two villages, in primary schools among grades 5–8, with a total sample size of 381.  The findings indicate that the strength of students’ psychological capital is significantly associated with both social relationships—particularly relationships with teachers—and academic achievement. These results suggest that the deliberate integration of psychological capital development into pedagogical practice may contribute to the creation of successful and inclusive learning environments.

The study examines how the employment of people with disabilities is reflected in corporate social responsibility (CSR) strategies among companies in Hungary. It explores how CSR activities shape society's attitudes and what competitive advantages can be gained. The study uses a mixed methodology: content analysis is used to present the communication strategies of four large companies (Szerencsejáték Zrt., Auchan Magyarország Kft., Magyar Posta Zrt., Nolato Magyarország Kft.) based on a specific set of criteria. The qualitative study involved seven participants. The results are processed using thematic analysis and quote-based interpretation. Based on empirical research, it can be concluded that people with disabilities can be integrated into the open labor market. Companies have separate integration programs and communicate this on their websites, but there is still improvement needed in their communication on social media, as only those who specifically search for it will find it.

This study analyses the social media usage patterns of adolescents in state care and young people within the general population, with a particular focus on the relationship between loneliness and digital platform option within the framework of Uses and Gratifications Theory (UGT).This topic is quite relevant today as mobile devices and the Internet had turned into key venues for the socialization and emotional regulation norm of young people, especially those who are disadvantaged in their social relationships. In our research, we seek to answer how young people's use of various social media platforms reflects the fulfilment of their social needs, and how these patterns are influenced by subjective well-being, feelings of loneliness, and family background. The sample consists of 554 young people aged 13–20, including those in state care and a control group. Based on the results of the quantitative analysis, young people in state care primarily use Messenger to maintain family relationships, very intensly, or seldom, as a kind of ‘virtual umbilical cord’, while for the control group, the same platform is a way of strengthening peer relationships. The overall impression indicates that lonely young people in state care are more likely to turn to platforms offering passive, parasocial content (such as YouTube). According to the overall results of our study, the functional role of social media varies significantly depending on social background: For young people in state care, digital communication is not only a form of entertainment but also, in a sense, a partial substitute for a lack of relationships and a psychological coping strategy.

Anxiety Related To the school environment adversely affects secondary school students in multiple respects. Sources of students’ anxiety may include social or peer situations, academic activities, various emotionally based experiences, life outside school, interactions with teachers, the broader educational context, and the experience of aggression. The aim of this study was to explore whether students’ gender and grade level have an impact on trait anxiety, on the perception of anxiety sources, and on the anxiety management strategies they are familiar with or apply. The research sample comprised 638 secondary school students aged between 14 and 20 years. The methods applied included the STAI-Trait subscale (Trait Anxiety Inventory), a questionnaire assessing students’ known and used anxiety management strategies, and the Sources of Students’ Anxiety (SZF-T) Questionnaire (available from the Author). According to the findings, gender had a significant influence on students’ sources of anxiety, trait anxiety levels, and their knowledge and use of anxiety management strategies. Grade level, however, showed no relationship with trait anxiety or with the number of strategies known or used, and only a limited association with anxiety sources. Based on participants’ responses, the most frequent and intense sources of anxiety were lack of free time, poor grades, and academic assessments (tests, oral recitations, exams). The investigation of anxiety and the identification of students’ anxiety sources constitute a relevant area of research in relation to the school adjustment and broader life success of the younger generation. Future research should be extended to include students from other types of educational institutions as well.

This study looked into the relationship between quality service delivery and students’ satisfaction in public Colleges of Education in Oyo State. The study ascertained the service students are most and least satisfied with, affirmed the connection between quality service delivery and students’ satisfaction. Two research questions were raised to guide the study while a single hypothesis was enunciated. Descriptive research design of correlational type was used for the study. The study population included all students in the three public Colleges of Education in Oyo State.. Krejcee and Morgan's research advisor was used to select 375 respondents across the three Colleges of Education as sample of the study. It was find out that support service was the most services students were mostly satisfied with while administrative services were the least services students were pleased with. Also, the findings revealed that there was a significant connection between quality service delivery and students’ satisfaction in public Colleges of Education in Oyo State. The management of these educational institutions should constantly work to guarantee that students are satisfied with all these services they receive, according to the study’s findings.

With the increasing globalization of education, more students are pursuing academic opportunities outside their home countries. While this offers exposure to diverse cultural and learning experiences, it also comes with significant mental health challenges. International students often struggle with anxiety, depression, academic stress, cultural shock, and social isolation, exacerbated by limited access to familiar support systems. This study explored the mental health challenges faced by international students in Ilorin, Nigeria, comparing the effectiveness of support systems available in both their home countries and host institutions. Adopting a mixed-method research design, the study gathered data from 50 international students and 30 university counsellors through survey questionnaires and in-depth interviews. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis to uncover deeper insights into student experiences. This study revealed that international students face major mental health challenges such as academic stress, homesickness, anxiety, and depression. Many are unaware of available support services or avoid them due to stigma, cultural, and language barriers. Instead, they often rely on informal support like peers and religious gatherings. The findings suggest that peer-led and culturally sensitive programs could enhance existing services. Overall, a more inclusive and holistic mental health approach is needed to support the well-being and academic success of international students.

The increasing rate of school dropout among secondary school students in Kwara State has become a critical concern, impacting educational outcomes and future opportunities for students. This study investigated factors responsible for dropout as perceived by secondary school students in Kwara State. The population of this study comprised all secondary school students in Kwara state while a sample size of 200 respondents was used in the study. A questionnaire entitled “Factors Responsible for Drop-Out Questionnaire (FRDQ) was used to collect data for the study. Mean and rank order analysis was used to answer the research question while the null hypotheses formulated were tested using t-test and ANOVA at 0.05 level of significance. The findings of the study revealed that low parental income; lack of interest in schooling; and high cost of education are the main perceived factors responsible for school dropout. The study further revealed that there was no significant difference in the factors responsible for dropout as perceived by secondary school students in Kwara state based on gender and school type but a significant difference was found based on age and religion.

Theories of social learning traditionally distinguish between three fundamental models: supportive, compensatory, and neutral learning models. The neutral model assumes that an individual’s learning processes and outcomes are independent of the social environment, serving as an analytical null hypothesis in the study of social learning. Contemporary research in cultural psychology and educational sociology, however, highlights that cultural norms, value systems, and parental attitudes are deeply embedded factors shaping individual learning strategies. This paper aims to provide a detailed theoretical formalization of the neutral learning model and critically analyze it from the perspectives of cultural differences and parental influences. The study offers an extended theoretical review of the model’s limitations, explores the hidden mechanisms through which social and familial dimensions affect learning, and proposes an integrative methodological framework to guide future empirical research.

This study presents the system of Hungarian and international legal sources from the perspective of special education. The publication focuses on those areas of special education service delivery where  the regulatory framework of legal sources can be illustrated through practical examples. Accordingly, the study examines the scope of legal sources applicable in Hungary in the following areas: (1) domestic legal sources, (2) international legal sources, (3) sources of the European Union law and (4) judicial practices with the character of legal sources.

The aim of this study is to provide a comprehensive overview of the relationship between cognitive, motor, and speech development in early childhood, with a particular focus on such problems as they are associated with the use of digital screens, by reviewing the relevant literature and theoretical frameworks. In the first part of the study, we present the basic mechanisms of cognitive functions, motor and speech development and their interactions, and briefly discuss the role of cognitive and executive functions in speech development. In the second part of the study, we discuss the impact of digital screen use on child development in light of Hungarian and international research experience and trends. In addition, we review the guidelines and recommendations related to digital screen use that can help parents, caregivers, and (special) educators to support healthy language development in children.

Book review on Dafna Regev (2023). Art therapy with Special Education Students. Routledge. 

Invitation and Program – 11th International Interdisciplinary Conference about Special Treatment (2026)