Experiences of school psychologists supporting students with special educational needs in inclusive elementary education

Abstract This study explores the experiences of school psychologists supporting students with special educational needs in inclusive elementary schools across Kosovo and Albania. Using a qualitative phenomenological design guided by Bronfenbrenner's Ecological Systems Theory, data were collected through virtual focus group discussions and analysed using interpretative phenomenological analysis. Findings revealed five key themes: early identification and role negotiation, systemic resource limitations, individualized education plans as living documents, collaboration with families and emphasis on children's emotional and developmental needs. Psychologists reported challenges such as role ambiguity, heavy caseloads, limited resources and parental stigma, yet also demonstrated resilience, advocacy and creativity in advancing inclusion. The study highlights the critical but underutilized role of psychologists in inclusive systems, emphasizing the need for reduced caseloads, professional development, stronger family engagement and systemic investment. Findings contribute to regional and international debates on advancing equitable, evidence‐based inclusive education practices.