Teacher Emotional Competence for Inclusive Education: A Systematic Review

Although many studies have examined which teaching strategies are effective in achieving inclusive education, less attention has been paid to the role of teachers’ emotional competence. This study aimed to systematically review the literature on the relationship between teachers’ emotional competence and inclusive education through the following research questions: (1) What aspects of teachers’ emotional competence have been studied in relation to inclusive education? (2) How does teachers’ 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’ 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–student 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’ 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.