Professor Monika Baryła-Matejczuk is a psychologist and academic at WSEI University in Lublin, specializing in psychoprophylaxis and psychological support. She graduated in psychology from Maria Curie-Skłodowska University and earned her doctorate in psychology from Cardinal Stefan Wyszyński University in Warsaw. She is a therapist trained in emotion-focused therapy and an expert in high sensitivity research and practice.
Professor Baryła-Matejczuk has extensive experience in academic teaching across all levels, from bachelor’s to doctoral studies, collaborating with both Polish and international institutions. Her research focuses on high sensory processing sensitivity, psychological resilience, and preventive educational programs. She has developed diagnostic tools for sensory processing sensitivity in children and adapted scales for measuring high sensitivity in Polish populations. She also leads and participates in international research and implementation projects related to high sensitivity, career management of highly sensitive individuals, and psychological resilience.
She is the author and editor of numerous publications and academic handbooks in her field and actively contributes to training and workshops on personal and professional development. Professor Baryła-Matejczuk is also involved in cooperation with educational and psychological organizations and has developed internationally recognized projects funded by Erasmus+.
Her academic role at WSEI includes scientific supervision of student research groups and a holistic approach to psychology, emphasizing human potential and needs within humanistic and positive psychology frameworks.
This comprehensive expertise makes her a recognized figure in psychology, particularly in the area of high sensitivity and psychoprophylaxis, contributing significantly to both academic and applied psychology fields.
Designing neuroinclusive learning spaces: supporting Highly Sensitive Students through creating a supportive environment and co-creation
This talk explores inclusive education through the lens of neurodiversity, focusing on the needs of highly sensitive students. It presents practical strategies for adapting physical and virtual learning environments to support sensory processing sensitivity (SPS), from identifying and reducing environmental stressors to creating calm spaces and flexible participation models. Using collaborative design thinking and student co‑creation, the session offers approaches for alternative assessment, peer mentorship, and temperament-based interventions that empower highly sensitive learners to thrive and lead.
Diseño de espacios de aprendizaje neuroinclusivos: apoyo a estudiantes altamente sensibles mediante la creación de un entorno de apoyo y cocreación
Esta charla explora la educación inclusiva desde la perspectiva de la neurodiversidad, centrándose en las necesidades del alumnado con alta sensibilidad. Presenta estrategias prácticas para adaptar entornos de aprendizaje físicos y virtuales que fomenten la sensibilidad del procesamiento sensorial (SPS), desde la identificación y reducción de factores de estrés ambientales hasta la creación de espacios tranquilos y modelos de participación flexibles. Mediante el pensamiento de diseño colaborativo y la cocreación estudiantil, la sesión ofrece enfoques para la evaluación alternativa, la mentoría entre pares y las intervenciones basadas en el temperamento que empoderan al alumnado con alta sensibilidad para prosperar y liderar.