Artificial Intelligence and Adolescent Emotional Well-Being in Inclusive Secondary Education

Adolescent emotional well-being is increasingly recognized as a fundamental determinant of academic success and holistic development within secondary education. Concurrently, inclusive education paradigms mandate the creation of learning environments that actively support the diverse emotional, cognitive, and social needs of all students. This theoretical and policy-oriented paper examines the confluence of these two imperatives through the lens of Artificial Intelligence (AI)-supported pedagogy. It argues that AI, when conceptualized and implemented as a tool for inclusive pedagogical enhancement rather than a standalone technological solution, holds significant potential to scaffold teacher practice, personalize learning experiences, and foster systemic conditions conducive to student well-being. Drawing upon an integrative narrative review of literature from education, psychology, and learning sciences (2010–2025), this analysis explores the theoretical foundations of inclusive education and Universal Design for Learning (UDL), investigates AI's role in operationalizing these frameworks within teaching and learning processes, and underscores the critical importance of teacher mediation and professional capital. The paper further addresses the essential policy, ethical, and data governance structures required to steer AI integration towards equity and human flourishing. Ultimately, it posits that the future of emotionally supportive secondary education lies in synergistic ecosystems where AI augments the professional judgment of educators within ethically governed, inclusive school systems.