Psychosocial Interventions as Predictors of Parental Resilience and Child Mental Health in Inclusive Education Settings: An Integrative Narrative Review

Abstract

Background: Psychosocial interventions focusing on emotional support, coping skills and parent – teacher cooperation have proven to be revolutionary systems to enhance parental resilience and child mental health. Objective: To combine existing theoretical and empirical literature regarding psychosocial interventions as predictors for child mental health and parental resilience within inclusive education environments. Method: Narrative review with systematic components was undertaken through the use of databases like Scopus, PubMed, Web of Science, PsycINFO, ERIC and Taylor & Francis. Keywords used were psychosocial interventions, parent training, psychoeducation, parental resilience, family resilience, parental coping, child mental health, emotional wellbeing, inclusive education and family support programs. English peer-reviewed publications published between 2000 and 2025 were searched. Quantitative data synthesis or meta-analysis studies also included. Results: Thematic analysis identified that psychosocial interventions enhance parent's emotional regulation, coping and social connectedness – core indicators of resilience – which predict improved emotional and behavioural adjustment among children in inclusive settings. Family-centered and school-based collaboration interventions were the most consistent in yielding benefits. Conclusion: Psychosocial interventions are essential predictors of resilience and well-being among parents and children in inclusive education. Parent-school partnerships, community support systems and emotional literacy can be fortified to build resilient ecosystems critical to success in inclusive schooling.