Self-Concept and Identity Development in Children and Adolescents with Sensory and Cognitive Disabilities: Pathways to Psychosocial Adjustment

Self-concept and identity are central developmental processes that shape children’s emotional well-being, social participation, resilience, and sense of belonging. For children with sensory and cognitive disabilities, these processes may be influenced by communication barriers, stigma, accessibility, peer relationships, family support, and opportunities for participation in school and community life. Despite growing attention to disability inclusion, less is known about how children with different sensory and cognitive profiles develop self-understanding, agency, and psychosocial adjustment across diverse cultural and educational contexts. This Research Topic will bring together developmental, educational, and psychosocial perspectives to advance understanding of these pathways and their implications for inclusive support.Children with sensory and cognitive disabilities often encounter barriers to communication, social participation, accessibility, and inclusive support, which may shape self-concept, identity development, and psychosocial adjustment. Research in this area remains fragmented, with limited integration of developmental, educational, psychosocial, and cultural perspectives. This Research Topic aims to address these gaps by examining the pathways through which family, peer, school, community, and technological contexts influence identity, belonging, resilience, emotional well-being, and social participation. Contributions are encouraged that explore developmental mechanisms, protective factors, evidence-based supports, inclusive practices, and digital or assistive technologies that promote self-expression and participation. The goal is to inform research, policy, and practice that support positive developmental outcomes for children with disabilities.This Research Topic focuses on advancing knowledge of self-concept, identity formation, and psychosocial adjustment in children and adolescents with sensory and cognitive disabilities across diverse contexts. It seeks to integrate developmental, educational, psychosocial, and cultural perspectives to inform inclusive practice and policy.Areas of interest include, but are not limited to:• Self-concept and identity development in children and adolescents with sensory or cognitive disabilities• Developmental pathways linking disability, participation, belonging, agency, and psychosocial adjustment• Family, peer, school, and community influences on identity formation and emotional well-being• Resilience, autonomy, self-advocacy, and social participation• Cultural and contextual influences on disability identity and inclusion• Inclusive education practices that support belonging and psychosocial development• Assistive and digital technologies that support communication, participation, and self-expression• Assessment and measurement of self-concept, identity, participation, and psychosocial outcomes• Longitudinal, cross-cultural, intervention, and mixed-method studies on developmental outcomesManuscripts focused primarily on medical treatment, rehabilitation, or classroom practice will be considered only where they clearly address developmental psychological processes, such as identity formation, self-concept, social participation, emotional development, resilience, or psychosocial adjustment. This Research Topic welcomes Original Research, Reviews, Mini Reviews, Systematic Reviews, Methods papers, Theory and Hypothesis articles, and Perspectives. Topic editors: Udeme Samuel Jacob, Olufemi Timothy Adigun, Habeeb HABEEB Source: https://www.frontiersin.org/research-topics/81174/self-concept-and-identity-development-in-children-and-adolescents-with-sensory-and-cognitive-disabilities-pathways-to-psychosocial-adjustment