A Systematic Literature Review of Effect Self-Compassion on Students with Learning Disabilities

Abstract

Background: Self-compassion is crucial for the well-being of students with impairments. However, only some studies have systematically reviewed its effects on academic and social outcomes.

Objective: This study aimed to examine the influential contributions of self-compassion on the learning experiences of students with impairments, focusing on its potential to enhance academic performance and social well-being.

Methodology: PRISMA guidelines were used to carry out a systematic literature review. The search for pertinent literature was conducted across multiple databases, including Google Scholar, PubMed, Scopus, and Web of Science, covering the period from 2016 to 2022. Keywords such as self-compassion, learning disability, learning disabilities, and effect were utilised to identify pertinent studies. A total of 13 articles were included in the final analysis.

Results: The findings from the reviewed literature indicate that self-compassion has a significant impact on students with impairments, contributing to (1) enhanced academic achievement, (2) reduced self-criticism, (3) alleviation of stress, depression, anxiety, and loneliness, (4) increased self-confidence, (5) boosted motivation for learning, and (6) improved social well-being. These results underscore self-compassion's strong influence on learning and social engagement for impaired students.

Conclusion: Self-compassion profoundly and positively affects students with impairments' learning and social activities. This study's outcomes provide a foundation for future interventions, therapies, and support services aimed at nurturing self-compassion, enabling these students to reach their full potential.

Unique contribution: This study consolidates evidence highlighting the importance of self-compassion in enhancing educational and social outcomes for students with impairments, offering a theoretical basis for developing targeted interventions.