Inclusive education is growing rapidly, and policies are in place to promote it. However, the conditions for its successful imple-
mentation in the classroom remain a challenge. Strengths-based interventions are a promising approach. However, they are
well documented in traditional educational settings, and their mechanisms in inclusive contexts remain understudied.
The purpose of this presentation is to explore the development of positive interdependence - cooperative relationships among
students - and empowerment - students’ self-confidence and autonomy - through strengths-based tools derived from the “In-
dividual Strengths, Collective Power!” program in inclusive contexts.
The study involved 179 students, ages 8-12, divided into either an experimental group or an active control group. Positive
interdependence and empowerment were assessed before and after the intervention using students’ qualitative descriptions
of classroom relationships and the use of strengths-based vocabulary in student discourse. Analytical rigor was ensured by
applying cumulative linked mixed models and ANOVA to the collected data.
Results suggest that while positive classroom relationships showed minimal change, there was a significant shift in student
discourse in both groups, indicating a move toward strengths-based communication.
This research marks a significant milestone in the understanding of relational dynamics in inclusive classrooms. It demonstra-
tes that strengths-based tools can have a significant impact on students’ perceptions. The findings offer promising support
for fostering a classroom climate conducive to inclusive practices. Further research on the impact on student relationships is
warranted.