Emotion regulation (ER) has been identified as a key factor in students' overall well-being and academic performance in educational settings. However, research specifically addressing ER among students with learning disabilities (LD) remains limited and conceptually diverse. Consequently, a scoping review of the extant literature on this subject was conducted. This submission synthesises international evidence on ER among school-age students identified with LD and related educational classifications, with the dual aim of clarifying conceptualisations and summarising empirical links among ER, internalising problems, academic demands, and school belonging.

The scoping review was conducted in accordance with the PRISMA guidelines (Liberati et al., 2009). A comprehensive search strategy was employed, encompassing multiple databases (i.e., SCOPUS, Web of Science, PsycINFO, ERIC, ProQuest, EBSCOhost, ScienceDirect) and manual journal screening within the domains of special/inclusive education and educational research, with a focus on psychology. The search period extended from January 1998 to November 2024. Empirical studies that examined the educational outcomes (ER) of school-age students with learning disabilities (LD) within school contexts met the inclusion criteria. Title/abstract and full-text screening were conducted independently by two reviewers, who were guided by clear inclusion criteria and a quality assessment of the respective paper. A total of 962 records were identified, of which 145 were duplicates and were thus removed from the study. A further 817 titles and abstracts were then screened, and 84 full texts were assessed for eligibility. Ultimately, 17 studies met all the criteria for analysis.

Across the three studies, ER was consistently grounded in Gross's (2015) process model, while LD definitions varied. This heterogeneity has a detrimental effect on the comparability and generalizability of the results. Despite the limited evidence base, three converging patterns emerge. Firstly, students in LD-related classifications showed higher reliance on avoidant and palliative ER strategies when facing academic stressors, potentially offering short-term relief but posing long-term psychosocial risks. Secondly, in adolescents with specific learning disability (SLD), school belonging mediated the association between ER and psychosocial difficulties, suggesting that enhancing adaptive ER and inclusive climates may jointly buffer distress. Thirdly, ER, internalising problems, and academic performance appear reciprocally linked: partial mediation by academic performance supports aspects of both the "academic incompetence" and "adjustment erosion" hypotheses, implying bidirectional pressures between emotional adaptation and school demands.

A review of the literature reveals a conspicuous absence of research on the topic of ER in students with learning disabilities LD in school settings. Despite the acknowledged significance of emotions in educational contexts, only three empirical studies have directly addressed ER in students with LD in school settings. This dearth of research is particularly salient in the context of inclusive schooling, where the objective of catering to the diverse needs of all students is espoused. The paper underscores the necessity of teacher psychoeducation about students with LD to counteract prejudices and posits that a more precise understanding of ER and the development of corresponding interventions could enhance individual outcomes and positively influence classroom climate, which may be influenced by negative self-perceptions among students with LD. In conclusion, the current evidence based on ER in students with LD is extremely limited. Further research is needed to clarify conceptual definitions and investigate ER in school settings, with the aim of informing targeted intervention measures that enhance the school experience of students with LD.

This study employed a scoping review design in accordance with PRISMA reporting guidance (Liberati et al., 2009). The objective of the study was to map the existing evidence on ER among school-age students with LD or related educational categories, to identify key themes, and to highlight conceptual ambiguities that limit synthesis. A systematic search was conducted in SCOPUS, Web of Science, PsycINFO, ERIC, ProQuest, EBSCOhost, and ScienceDirect. This was complemented by a manual screening of core journals in special and inclusive education, educational research, and psychology. The coverage spanned from January 1998 to November 2024, and included peer-reviewed articles in English or German. Search strings were used to combine ER terms with school- and LD-related labels (e.g., "emotion* AND regulat* AND student*" paired with "specific learning disorder," "dyslexia," "dyscalculia," "learn*," "disab*," and school/classroom terms). Studies were considered eligible if they reported empirical findings on ER for students with clearly defined LD-related classifications in school contexts and provided subgroup-specific results for the target population. Theoretical or review papers, policy pieces, studies outside school contexts, and mixed-sample studies that did not disaggregate results for the LD-related group were excluded. The screening and selection process was overseen by the Covidence program (covidence.org), which facilitated independent dual screening of titles/abstracts and full texts. Both reviewers resolved disagreements regarding inclusion/exclusion criteria. Peer review served as the primary quality marker, supplemented by checks on the clarity of LD definition, ER operationalization, school-context specificity, and basic methodological adequacy. The PRISMA flow proceeded as follows: 962 records were identified, 145 duplicates were removed, and 817 titles/abstracts were screened, of which 733 were excluded for not meeting the eligibility criteria. A total of 84 full texts were assessed, and 67 were excluded (no ER, 25; no LD, 16; unsuitable design, 9; unsuitable setting, 5; irrelevant results, 4; unsuitable sample, 5; different topic, 3). Seventeen articles underwent additional quality checks; fourteen were excluded, leaving three studies for synthesis. Analysis combined descriptive analysis with textual narrative synthesis (Lucas et al., 2007), summarizing findings across three themes: (1) students’ use of avoidant and palliative ER under academic strain, (2) school belonging as a mediator between ER and psychosocial difficulties in adolescents with SLD, and (3) reciprocal links among ER, internalizing problems, and academic performance. Heterogeneity in LD definitions and ER instruments was treated explicitly as a limitation to comparability and inference.

This review highlights a pronounced gap in existing literature. Despite the centrality of emotions in the school, only three empirical studies met the criteria for examining ER among students with LD-related classifications in school contexts. Conceptually, ER is consistently framed by Gross's model (Gross, 2015), whereas LD is defined heterogeneously across studies, which constrains comparability and synthesis. Empirically, three cautious insights emerge from the included work. First, students with SEN-L more frequently use avoidant and palliative ER strategies under academic stress, which may offer short-term distraction but are associated with the risk of longer-term psychosocial difficulties. Second, in adolescents with SLD, school belonging mediates the association between ER and psychosocial difficulties, indicating that ER and inclusive school experiences are intertwined. Third, ER, internalising problems, and academic performance are reciprocally linked; partial mediation by academic performance suggests bidirectional pressures between emotional adaptation and school demands. These findings align with the broader aim of inclusive schooling (European Agency, 2018; Schwab, 2021) and underscore the notable paucity of research on ER among students with LD. Psychoeducation for teachers about students with LD is crucial to counter prejudices (Firat, 2022). More precise knowledge of ER and the development of corresponding interventions for students with LD could support individual improvement and positively affect classroom climate, which may be shaped by negative self-perceptions among students with LD (Veni & Merlene, 2022). Limitations are substantial: the very small number of eligible studies, heterogeneous LD classifications, and variability in ER measurement (including the use of negative mood regulation instruments) preclude strong causal claims. Consequently, further research on ER in students with LD is needed to expand the evidence base and inform the design of targeted intervention measures for practical school settings, thereby enhancing students' school experience and advancing inclusive, needs-based support.

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