Teachers' challenges and instructional experiences in supporting young learners with dyslexia: Implications for inclusive teaching in mainstream primary schools in Zimbabwe

Abstract Teachers play a pivotal role in supporting learners with dyslexia. However, a considerable number of mainstream schools continue to encounter significant challenges in creating truly inclusive learning environments. The study aims to explore the challenges and instructional experiences of primary school teachers in supporting learners with dyslexia in mainstream classrooms, and how these shape their capacity to implement inclusive education practices. An Interpretive Phenomenological Analysis research design was chosen, using a convenience sampling technique to select 20 mainstream teachers of learners with dyslexia from Chivi district in Zimbabwe. Individual semi‐structured interviews were used to obtain data. The interviews examined teachers' experiences, training backgrounds, support systems and perceptions of inclusive education. Data were analysed inductively to identify recurring challenges and opportunities for strengthening inclusive teaching practices. Teachers identified several barriers to effectively supporting learners with dyslexia, including limited specialised training, low awareness of the condition and insufficient institutional support. Structural challenges such as large class sizes, heavy workloads and the absence of curriculum guidance further constrained their efforts. Despite these challenges, teachers demonstrated a strong commitment to inclusive education and expressed the need for practical training, appropriate teaching resources and sustained support from school leadership and the government. The study highlights significant gaps in policy, provision and practice that hinder inclusive education in resource‐constrained contexts. Strengthening teacher preparation, enhancing school‐based support systems and establishing clear national guidelines are essential for fostering inclusive learning environments. The findings contribute to broader efforts to improve support for learners with special educational needs.