Challenges in Promoting the Relational Capacity of Adolescents With Intellectual Disability: A Study on Teachers' Perspectives

ABSTRACT Adolescence is a crucial stage marked by identity formation, emotional growth, and peer connectedness. For adolescents with intellectual disabilities (ID), these processes present unique challenges such as limited peer acceptance, reduced social participation, and restricted opportunities for emotional reciprocity. Teachers play a vital role in shaping these relational experiences. Understanding their perceptions is essential to promote inclusion and relational well-being. This PRISMA-based systematic review synthesizes global studies examining teachers' perspectives on the relational capacity of adolescents with ID. Relational capacity is defined as the ability to initiate, sustain, and reciprocate social and emotional connections within school and peer settings. The review included peer-reviewed studies published between 2010 and 2024 from databases such as Scopus, ERIC, Web of Science, and Google Scholar, using key terms including relational capacity, intellectual disability, adolescents, teacher perceptions, and inclusive education. Two reviewers collected and analyzed the data separately, and any differences in interpretation were discussed and agreed upon together. Of 178 articles retrieved, 46 met the inclusion criteria and were thematically analyzed. Findings highlight three key challenges: (a) perceptual and attitudinal barriers, where deficit-based beliefs limit relational inclusion; (b) teacher relational competence, emphasizing empathy, reflection, and emotional attunement; and (c) systemic and cultural barriers, including lack of institutional support and cultural taboos around emotional development. The review concludes that relational capacity is not innate but develops through supportive teacher–student interactions. Embedding relational pedagogy and reflective training in teacher education can foster belonging, dignity, and autonomy among adolescents with intellectual disabilities. Keywords: relational capacity, intellectual disability, adolescence, teacher perceptions, inclusion, relational pedagogy.