Coping Mechanisms and Challenges Encountered by Selected Teachers in Handling Learners With Special Educational Needs

Abstract

This study explored the profile, coping mechanisms, and challenges of early- to mid-career educators handling learners with Special Educational Needs (SEN). Data revealed that teachers employ diverse coping strategies, including instructional adaptations, emotional regulation, peer collaboration, and self-care. Key challenges centered on lesson adaptation, behavior management, limited resources, and low parental involvement. Inferential analysis indicated no significant difference between challenges encountered and teacher demographic profiles, as well as no significant relationship between coping mechanisms and the level of challenges faced. These results suggest that standard individual coping strategies alone do not alleviate systemic classroom difficulties. Consequently, systemic interventions are essential. Recommendations prioritize policy-level funding for assistive technologies, continuous professional development, stress-management programs led by school heads, and active community-parent engagement to foster fully supportive inclusive learning environments.