Lived Experiences of Secondary Teachers in Managing Behavioral Challenges of Learners with Special Needs in Inclusive Classrooms: A Basis for a Teacher-Support Framework

Abstract

This phenomenological study explored the lived experiences of 10 secondary school teachers in managing behavioral challenges of learners with special needs in inclusive classrooms at Golden Acres National High School. It examined teachers’ educational support and intervention practices, the meanings they formed from these experiences, the essential themes that emerged, and the essence of the phenomenon. Data were generated through semi-structured, in-depth interviews conducted during the second to fourth weeks of June 2026, with sessions lasting approximately 30 to 45 minutes. Purposive sampling was used, and data were analyzed through Colaizzi’s seven-step phenomenological method. The analysis yielded six interrelated themes: maintaining a calm, safe, and emotionally responsive classroom; differentiating instruction to address diverse learner needs; using positive reinforcement and relationship-centered support; strengthening collaboration with parents and school stakeholders; promoting inclusion, participation, and learner dignity; and transforming challenges into professional growth. The shared essence of the experience was a continuous journey of understanding, adapting, and transforming professional practice through compassionate, responsive, and collaborative teaching. The resulting Teacher-Support Framework translates these findings into coordinated schoolbased support for behavior management, instructional adaptation, collaboration, inclusion, and professional development.