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ORIGINAL RESEARCH article

Front. Educ.
Sec. Special Educational Needs
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1511176

Teachers' Perceptions of Rejection Sensitivity in Inclusive Primary Schools: Qualitative Case Study

Provisionally accepted
Khaled Awad Elballah Khaled Awad Elballah Abdulrahman Khalid Alsayed Abdulrahman Khalid Alsayed *
  • King Faisal University, Al-Ahsa, Saudi Arabia

The final, formatted version of the article will be published soon.

    Rejection sensitivity (RS) among primary school students is a serious problem that often has multiple negative consequences including poor academic performance and mental health problems. The current study used a qualitative methodology to determine the role of teachers' psychological awareness in preventing RS allergy in the school environment through stakeholder intervention and RS allergy prevention programs. When teachers notice students with disabilities being rejected, they can take steps to reduce it. The researcher conducted semi-structured interviews with 18 teachers working in public primary inclusive schools in Al-Ahsa, Saudi Arabia, with deaf, hard of hearing (DHH), and learning disabilities programs. The findings provide an initial step in identifying the forms and types of RS in the school context, helping administrators, teachers, parents, and students reduce the phenomenon of RS and develop long-term plans to address it. Taking teachers' perceptions into account may enable the development and implementation of new programs to address RS directed towards individuals with disabilities in primary schools. The discussion highlights future research directions and limitations of current research.

    Keywords: Rejection sensitivity, Teacher's Awareness, inclusive schools, Deaf, hard of hearing, learning disabilities, social relationships

    Received: 14 Oct 2024; Accepted: 03 Jan 2025.

    Copyright: © 2025 Elballah and Alsayed. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Abdulrahman Khalid Alsayed, King Faisal University, Al-Ahsa, Saudi Arabia

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