Implementation of Social Emotional Learning in Inclusive Education in Elementary Schools: Pedagogical and Emotional Challenges of Teachers
DOI:
https://doi.org/10.17977/um065.v6.i11.2026.5Keywords:
Classroom emotional climate, Elementary school inclusive classrooms, Inclusive education, Social-emotional learning, Teachers social-emotional competenciesAbstract
Successfully delivering instruction within inclusive elementary classrooms demands far more than basic pedagogical expertise; it requires educators to possess the social and emotional readiness necessary to navigate highly diverse student populations. Within this context, Social and Emotional Learning (SEL) serves as a foundational framework for establishing a secure, nurturing, and equitable educational environment. This study investigates the specific difficulties educators face when executing SEL programs in inclusive primary school settings, focusing primarily on the pedagogical obstacles and emotional strains encountered throughout the teaching process. Methodologically, the study utilizes a qualitative approach grounded in a multisite case study design across four inclusive elementary schools. A sample comprising eight classroom teachers and four school principals was selected via purposive sampling. Data were gathered through a combination of comprehensive in-depth interviews, direct classroom observations, and documentary analysis, and subsequently processed using the interactive model proposed by Miles, Huberman, and Saldaña. The findings reveal that teachers confront a wide array of hurdles during SEL implementation, including the management of highly heterogeneous classrooms, navigating students' social communication barriers, dealing with limitations in executing differentiated instruction, and experiencing emotional burnout caused by intensive behavior management. Additionally, the study indicates that the emotional states of educators directly impact the overall classroom climate and the level of student engagement. Despite these trials, teachers continuously work to devise adaptive interventions incorporating positive communication, emotional self-reflection, personalized approaches, and small-group instruction to foster a more supportive and inclusive space. Ultimately, this research highlights the urgent need to reinforce teachers' social-emotional competencies and expand institutional support systems to optimize SEL delivery in inclusive primary education.
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Copyright (c) 2026 Eva Siti Fauziyyah, Ai Patimah Sahra, Dini Novianti, Candra Dewi Asih Pamungkas
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