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This study aimed to examine the effectiveness of play therapy in improving sensory processing and distress tolerance in adolescents with mild intellectual disabilities. A randomized controlled trial was conducted with 30 adolescents aged 12 to 17 years, randomly assigned to either an intervention group (n = 15) receiving eight 90-minute sessions of play therapy or a control group (n = 15) receiving no intervention. Sensory processing and distress tolerance were assessed at baseline, post-intervention, and five-month follow-up using standardized measures. Data analysis was performed using repeated-measures analysis of variance (ANOVA) and Bonferroni post-hoc tests in SPSS-27 to evaluate within-group and between-group differences over time. The results indicated a significant main effect of time for both sensory processing (F(2, 84) = 92.32, p < 0.001) and distress tolerance (F(2, 84) = 111.60, p < 0.001), demonstrating substantial improvements across timepoints. The intervention group showed a notable increase in sensory processing scores from baseline (M = 48.72, SD = 5.91) to post-intervention (M = 64.15, SD = 6.38) and follow-up (M = 69.03, SD = 5.79), whereas the control group exhibited minimal change. Similarly, distress tolerance scores improved significantly in the intervention group (baseline: M = 42.85, SD = 6.27; post-intervention: M = 58.74, SD = 5.69; follow-up: M = 63.92, SD = 6.08), with no substantial improvement in the control group. The Bonferroni post-hoc test confirmed significant pairwise differences between baseline and subsequent assessments. Play therapy was found to be an effective intervention for enhancing sensory processing and distress tolerance in adolescents with mild intellectual disabilities, with improvements sustained at follow-up. These findings suggest that play-based interventions can be a valuable therapeutic approach for promoting sensory integration and emotional regulation in this population.

This study aims to explore the psychological impact of virtual learning on students with special educational needs (SEN). This qualitative study utilized semi-structured interviews with 24 students with SEN recruited through online platforms. Theoretical saturation was reached, and data were analyzed using NVivo software following a thematic analysis approach. The interviews explored students’ experiences with virtual learning, including emotional responses, cognitive struggles, and social adaptation. Themes were identified through an iterative coding process, ensuring reliability and depth in capturing the psychological effects of digital education on this population. The results indicate that virtual learning has led to heightened emotional distress, including anxiety, stress, and reduced motivation, largely due to isolation and the absence of structured classroom environments. Participants reported significant cognitive challenges, such as attention difficulties, cognitive overload from digital tools, and struggles with learning retention. Socially, students experienced decreased peer interaction, communication barriers, and difficulty adapting to digital learning norms. However, some students developed coping mechanisms such as parental support and self-regulation strategies. The findings align with previous research highlighting the adverse effects of digital learning on students with disabilities, emphasizing the need for targeted interventions. The psychological impact of virtual learning on students with SEN is profound, affecting their emotional well-being, cognitive engagement, and social adaptation. While some students benefit from digital learning’s flexibility, most require additional support to mitigate stress, cognitive overload, and social isolation. Educators and policymakers must prioritize inclusive digital education strategies, enhance accessibility, and provide structured support systems to improve learning experiences for students with SEN.