Self-esteem is a dynamic phenomenon that develops within the relationship between the individual and their context (physical, educational, cultural, and social) (De Ruiter et al., 2017; Bracken, 2023). It reflects an individual's adaptation to their social context and serves as a "sociometer" (Leary et al., 1995), where the degree of social inclusion or rejection impacts their perception of personal functioning. Belonging to stigmatized groups, such as those with disabilities, can generate attributional biases, that undermine self-esteem and self-confidence, acting as aggravating factors of the deficit.

This contribution is presented as a reflection within the Erasmus+ project "Empower Me-I’m Game!", a collaborative initiative involving the University of Salento (Italy), the Educational authority overseeing special educational initiatives of the Mamak District (Turkey), the Landesverband Kinder – und Jugendfilm Berlin (Germany), and Büro Blau (Germany). The project aims to develop a video game to improve self-esteem and self-confidence levels in a group of students with Special Educational Needs (SEN), aged between 12 and 14. The development of the guidelines for the implementation of the game was attributed to the Italian partner, whose main role was to identify strategies and methodologies useful for intervening on the emotional variables considered.

Starting from the analysis of the educational systems, it is important to consider that, in Turkey and Germany, students with SEN attend special classes and schools. In contrast, Italy has adopted the model of full inclusion for students with disabilities since 1971, with a long-established history of school integration. Given this, it was considered essential to explore whether and to what extent the social, cultural, and educational context influence the development of students' self-esteem and self-confidence.

Therefore, through the administration of the "Five-Scale Test of Self-Esteem for Children" by Pope, McHale, and Craighead (1992), the study will compare global and academic self-esteem levels in two groups of students that are homogeneous in terms of deficit and age, in order to assess the impact of environmental variables, particularly the processes of social inclusion, on self-development. The aim of the research is to identify factors of similarity and difference in the self-esteem levels of students with SEN, examining how highly different social and educational contexts influence self-esteem development. Additionally, the study will provide guidelines to improve educational practices and support strategies for SEN students with the use of video games.

Keywords: Self-esteem, inclusion, social inclusion, special educational needs.