Specific Educational Support Needs (SEN) (MEC, 2020) are a heterogeneous group of students who present disorders in basic cognitive processes in learning.

The mismatches of the different SEN occur in multiple facets of development and learning, such as cognitive, linguistic, affective and social. Although the cognitive and linguistic development of SEN have been studied in depth and in detail, however, the characteristics of socio-affective development have had less scientific relevance.

This symposium tries to deepen in the key aspects of the socio-affective development of SEN students, and in particular some such as specific learning disorders, attention deficit disorders with or without hyperactivity, in a stage of development such as adolescence, which is the transition from childhood to the conformation of personality.

The communications will develop the characteristics of SEN students, internalised or externalised socio-emotional adjustment problems and the resources they have to deal with these situations. The subjects who present SEN often present more emotional adjustment problems than their peers (Alemany, 2019), up to 21% in behavioural problems or anxiety and depression (Norman et al., 2021), so it seems that there is a double risk situation when presenting socioemotional and developmental problems. The negative impact on pupils' development requires a specific intervention that goes beyond that offered at the curricular level, requiring a global psychoeducational intervention.