Blocked by their own emotions, children with special educational needs have great difficulties in adapting to school, the changing environment of the child with special educational needs influences the somatic and psychological state of the child, children cannot know the full diversity of human experience, thus many social and personal resources remain inaccessible to them. The quality of our lives depends on how we learn to work with emotions. Emotional intelligence is an invaluable tool in the educational process that also affects the formation of higher mental functions, and negative emotional states, chronic dissatisfaction, lead to the adoption of a passive or aggressive communication style thus making it more difficult for them to adapt in mainstream schools but also, lowering school performance. Quality of life for young schoolchildren with ESC/sensory disabilities would mean: necessary psycho-pedagogical assistance (tutoring, remedial education, homework support); therapeutic interventions (individual and group); psychological counselling (mediation).