Defending and including students with special educational needs: a qualitative study with Chilean students

Introduction: This study describes and interprets the subjective theories that a group of students from a public and state secondary school in the Atacama Region, Chile, hold regarding high-cost prosocial behavior on students with special educational needs (SEN). Methods: A qualitative methodology was employed, with an instrumental case study design. A total of 11 students, selected through theoretical sampling, participated in the study. Episodic interviews and a focus group were conducted, with the data being analyzed using thematic coding, grounded theory procedures, and specific analysis of subjective theories. Results: Findings show that high-cost prosocial behavior is linked to values of justice and inclusion, entails social risks for the benefactor, and has positive effects on well-being, educational inclusion, the academic performance of students with special educational needs, and school climate. Discussion: Family, school, and group factors are discussed in connection with the promotion of this type of prosociality, highlighting its formative potential with a view to pursuing a fairer, more inclusive educational environment.