Teachers’ Strategies and Challenges in Supporting Emotion Regulation in Children with Special Needs in Inclusive Kindergartens

Supporting emotion regulation in inclusive classrooms requires understanding teachers’ strategies, their contexts of use, and the challenges encountered. This study describes a teacher’s strategies and challenges in supporting the emotion regulation of a child with special needs in an inclusive kindergarten. A qualitative single-case study used one semi-structured interview with the classroom teacher and observations of classroom interactions. Analysis followed an interactive model of data condensation, data display, and conclusion drawing and verification. Methodological triangulation compared interview and observation evidence concerning teacher actions, interactional situations, and the child’s responses. Four strategy themes were identified: recognizing early signs and approaching promptly; labeling emotions and setting behavioral limits; offering choices and guiding verbal communication; and supporting calming and re-engagement. Reported challenges included sudden responses, variation in the child’s responses, a continuing need for guidance, and divided teacher attention. Observations showed the child following guidance, choosing alternatives, beginning to calm with assistance, and returning to activities. These responses were interpreted through co-regulation, while changes over time were based on the teacher’s account. The study offers a contextual understanding of relationships among strategies, implementation challenges, and the child’s responses to inform reflection on emotional support in inclusive classrooms