Objectives:
The aim of this article is an interdisciplinary analysis of the potential of computer games as a tool to support the development of emotional and social competences in young people. Particular importance was given to narrative and simulation games in which themes of disability, mental crises and inclusive design are present. The study aimed to show the impact of exposure to these types of games on levels of empathy, mentality skills and acceptance of social diversity.

Material and methods:
The study was conducted among 110 people aged between 18 and 24 years who regularly play computer games, at least twice a week. A diagnostic survey method was used using a self-report questionnaire with both quantitative scales and qualitative questions.

Results:
The results of the study showed significant differences in the level of social and emotional competences between the study groups, differentiated by the type of computer games preferred. The highest mean values in all aspects analysed were recorded among participants playing games that incorporated disability and accessible design themes. These respondents showed higher levels of empathy, greater mentality, a clearer acceptance of people with disabilities and a stronger awareness of inclusivity in games.

Conclusions:
Uzyskane wyniki potwierdzają, że gry komputerowe, zwłaszcza te o charakterze narracyjnym i symulacyjnym, mogą pełnić funkcję wspierającą rozwój emocjonalny i społeczny młodzieży. Szczególnie znaczące okazuje się ich oddziaływanie na kształtowanie empatii, teorii umysłu oraz otwartości na różnorodność.