Data Supporting “Creating Inclusive Learning Environments through Multi-Sensory Design: A Quasi-Experimental Study with Children Experiencing Mental Health Challenges”

2.Methodologies2.1Study DesignThis study adopted a randomized, controlled, qualitative experimental design aimed at gaining an in-depth understanding of children’s experiences within multi-sensory environments and exploring the role of such environments in fostering inclusive school settings. The study was conducted in accordance with the ethical principles of the Declaration of Helsinki and received approval from the First Affiliated Hospital of Zhengzhou University Research Ethics Committee. Written informed consent was obtained from all parents or legal guardians before participation. A total of 22 participants, aged 9 to 12 years, were recruited through preliminary psychological screening and teacher referrals from collaborating schools. Eligible participants were randomly assigned to one of two groups: (1) a Control Group, which participated in activities within a standard classroom environment; and (2) an Experimental Group, which engaged in the same activities conducted in a classroom incorporating multi-sensory design features. The experiment was conducted over four weeks, consisting of two sessions per week, each lasting approximately 25 minutes. Each session was facilitated by a trained instructor with a teacher-to-student ratio of 1:3, ensuring consistency in both observation and interaction throughout the study.2.2Inclusion/Exclusion Criteria and ParticipantsAll participants were required to meet the following inclusion criteria: (a) aged between 6 and 12 years; (b) identified by teachers or school counselors as exhibiting mild emotional or psychological difficulties, without severe cognitive impairments that could hinder participation; (c) provided written informed consent from both parents or legal guardians, and child; (d) able to attend classes regularly during the study period; (e) free from hearing, visual, or physical impairments that would limit engagement in the intervention; (f) without major medical conditions such as cardiovascular diseases; and (g) not receiving any other therapeutic interventions during the study period. The exclusion criteria were: (a) children outside the 6–12 age range; (b) absence from teacher or counselor reports regarding emotional or behavioral difficulties; (c) missing or incomplete informed consent documentation; (d) presence of major disorders, such as cardiovascular or traumatic brain injury; and (e) concurrent participation in other therapeutic programs during the research period.<br>