Teachers’ Narratives in Supporting Learners with Emotional Regulation Challenges in the Classroom

Authors

Feobelyn May D. Songkit

Abstract

This study explored teachers’ accounts of supporting learners with emotional regulation challenges in selected public schools in Clarin District, Division of Misamis Occidental. Ten purposively selected teachers participated in semistructured interviews; data were interpreted through thematic analysis. Teachers described interruptions to instruction, emotional strain, insufficient training, and institutional constraints. They reported positive reinforcement, predictable routines, individualized support, emotional skill-building, and collaboration with parents and colleagues. Findings highlight the need for professional development, coordinated referral systems, and stronger schoolbased support.

Keywords

emotional regulation; teacher narratives; classroom management; social-emotional learning; qualitative research.