The COVID-19 pandemic has imposed a series of challenges on higher education, including the massive implementation of distance learning (EaD). For students with special educational needs (SEN), this transition has been even more impactful, requiring considerable adaptive effort in the face of a digital learning environment that has replaced interpersonal contact. In this context, the study conducted by Starynska et al. (2023) offers a significant contribution by demonstrating that social intelligence constitutes a determining factor in the psychosocial adaptation of these students.
Social intelligence, as described by the authors, comprises a set of cognitive skills that involve the recognition, analysis and interpretation of human behavior in social contexts. It includes the ability to anticipate other people’s reactions, understand verbal and non-verbal expressions, and adjust to the nuances of different communicative situations. It is, therefore, a construct that integrates empirical knowledge and behavioral competence, being decisive for success in social interactions and, consequently, for psychosocial adaptation (STARYNSKA et al., 2023).
The study involved 78 Ukrainian university students with SEN, among whom the majority of participants had average levels of social intelligence. Only about a quarter of the participants had above-average levels, while an equal proportion had lower levels. None of the students scored very low or very high in social intelligence. These results suggest a relatively balanced distribution, but they also highlight the need for interventions to promote the development of this skill on a larger scale.
Regarding psychosocial adaptation, students were assessed for their adaptability (ability to adjust to the demands of the social environment) and maladaptability (indicator of maladjustment and emotional distress in the face of social norms). It was observed that the majority (almost two-thirds) presented average levels in both domains, while approximately one-third stood out with high levels. It is important to emphasize that no cases of low adaptability or maladaptability were identified, which may reflect a moderate resilience of these students in the face of the challenges of distance learning.
Statistical analysis revealed significant correlations between social intelligence and psychosocial adaptation: a positive relationship with adaptability (r = 0.38, p < 0.01) and an inverse relationship with maladaptability (r = -0.20, p < 0.05). In other words, the higher the level of social intelligence, the greater the students’ ability to adapt to the new educational context, and the lower their tendency to emotional maladjustment. This finding reinforces the thesis that social intelligence acts as a protective factor in adverse contexts, such as social isolation and the virtualization of education (STARYNSKA et al., 2023).
In my view, this study touches on a critical point that is often overlooked in inclusion policies: the role of socio-emotional skills in promoting true educational equity. Investing in the development of social intelligence not only favors the integration of students with SEN, but can also be a vector for transformation in the way we conceive accessibility in digital environments. I noticed, when revisiting recent publications in educational psychology, a growing trend to consider these skills as central components of the inclusive curriculum — something that this study corroborates with robust empirical data.
In short, the findings of Starynska et al. (2023) show that social intelligence is not only a desirable attribute, but a prerequisite for the effective adaptation of students with special educational needs in remote learning contexts. The promotion of this competence should, therefore, be integrated into institutional strategies aimed at inclusion and psychopedagogical support in higher education.
Reference:
STARYNSKA, O.; SPIVAK, L.; OSMANOVA, A.; REVUTSKA, O. Social Intelligence as a Factor of Socio-Psychological Adaptation of University Students with Special Educational Needs during Distance Learning due to COVID-19. Revista Românească pentru Educaţie Multidimensională, v. 15, no. 1, p. 441-462, 2023. DOI: 10.18662/rrem/15.1/705.
