{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,17]],"date-time":"2026-10-17T21:36:36Z","timestamp":1792272996293,"version":"4.4.0"},"reference-count":62,"publisher":"MDPI AG","issue":"3","license":[{"start":{"date-parts":[[2025,3,13]],"date-time":"2025-03-13T00:00:00Z","timestamp":1741824000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behavioral Sciences"],"abstract":"<jats:p>Although many studies have examined which teaching strategies are effective in achieving inclusive education, less attention has been paid to the role of teachers\u2019 emotional competence. This study aimed to systematically review the literature on the relationship between teachers\u2019 emotional competence and inclusive education through the following research questions: (1) What aspects of teachers\u2019 emotional competence have been studied in relation to inclusive education? (2) How does teachers\u2019 emotional competence influence different aspects of inclusive education? Five electronic databases were searched for all peer-reviewed empirical studies published from 2010 to February 2025. Studies were selected if they focused on K-12 teachers\u2019 emotional competence in relation to inclusive education and were based on empirical designs. The CASP (Critical Appraisal Skills Programme) checklist was used to assess the quality of included studies. Eighteen studies were included. They drew on partially overlapping definitions of emotional competence (i.e., emotional intelligence, emotional awareness, empathy, and emotion regulation) and considered multiple indicators of inclusion that focused on student (engagement, motivation, emotional self-regulation, emotional development, and academic outcomes) and contextual variables (classroom management, teacher\u2013student relationships, and classroom climate). Outcomes differed across various disabilities and special educational needs (SENs). The role of emotional competence should be considered both in improving teachers\u2019 skills in professional practice and in providing adequate and comprehensive training for future teachers. These findings highlight the need to integrate emotional competence training into teacher education programs and inform education policy aimed at fostering more inclusive learning environments.<\/jats:p>","DOI":"10.3390\/bs15030359","type":"journal-article","created":{"date-parts":[[2025,3,13]],"date-time":"2025-03-13T12:06:59Z","timestamp":1741867619000},"page":"359","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":54,"title":["Teacher Emotional Competence for Inclusive Education: A Systematic Review"],"prefix":"10.3390","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1817-9355","authenticated-orcid":false,"given":"Emanuela","family":"Calandri","sequence":"first","affiliation":[{"name":"Department of Psychology, University of Torino, 10124 Torino, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3350-6679","authenticated-orcid":false,"given":"Sofia","family":"Mastrokoukou","sequence":"additional","affiliation":[{"name":"Department of Political and Social Sciences, University of Salerno, 84084 Fisciano, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8015-682X","authenticated-orcid":false,"given":"Cecilia","family":"Marchisio","sequence":"additional","affiliation":[{"name":"Department of Philosophy and Education Sciences, University of Torino, 10124 Torino, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4028-6328","authenticated-orcid":false,"given":"Alessandro","family":"Monchietto","sequence":"additional","affiliation":[{"name":"Department of Philosophy and Education Sciences, University of Torino, 10124 Torino, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9370-6050","authenticated-orcid":false,"given":"Federica","family":"Graziano","sequence":"additional","affiliation":[{"name":"Department of Psychology, University of Torino, 10124 Torino, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2025,3,13]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"1177","DOI":"10.1007\/s10648-021-09649-y","article-title":"Is empathy the key to effective teaching? 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