Teacher strategies for emotion regulation in special education: a phenomenological study in Malaysian primary schools

Pabo, Nurfathin Azira and Azhari, Nur Anis Azmina and Faizal, Sahla Maryam and Mohamad Sani, Siti Marlia Hasanah and Abd Karim, Aishah Hanim (2026) Teacher strategies for emotion regulation in special education: a phenomenological study in Malaysian primary schools. International Journal of Education, Psychology and Counselling, 11 (63). pp. 683-701. E-ISSN 0128-164X

PDF - Published Version Restricted to Repository staff only Download (6MB) | Request a copy

Abstract

Mastering emotion regulation is a critical component of personal and academic growth for students with special educational needs, who often experience heightened difficulties with emotional control. Despite the pivotal role of educators in inclusive and special education settings, empirical research on the everyday practices of Malaysian teachers in supporting emotion regulation remains limited. This study investigates the strategies employed by special education teachers to manage emotion regulation among students in Malaysia, addressing the gap between teachers' experience-based knowledge and the lack of structured institutional support. Using a qualitative phenomenological design, the study captured the lived experiences of four special education teachers from Malaysian primary schools, selected via purposive sampling. Data were gathered through semi-structured, in-depth interviews and analysed using a six-phase thematic analysis approach. Five core themes emerged: (1) understanding individual student needs and emotional triggers; (2) fostering trust-based emotional relationships; (3) implementing behavioural and reinforcement strategies; (4) creating supportive environments and safe spaces; and (5) utilizing de-escalation and calming techniques. The findings suggest that teachers rely on a multifaceted blend of relational, behavioural, and environmental approaches that are largely adaptive and grounded in practical experience. The study concludes that effective emotion regulation management requires holistic teacher involvement, bolstered by formal professional training and conducive learning environments. These insights offer significant implications for teacher education programs and the development of culturally responsive, inclusive strategies within the Malaysian special education framework.

Item Type:	Article (Journal)
Uncontrolled Keywords:	Emotional Regulation, Malaysia, Phenomenological Study, Special Education, Teacher Strategies
Subjects:	L Education > LB Theory and practice of education > LB1050.9 Educational psychology
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Kulliyyah of Education > Department of Educational Psychology & Counseling
Depositing User:	Dr Aishah Hanim Abd Karim
Date Deposited:	14 Jul 2026 16:11
Last Update:	14 Jul 2026 16:11
Queue Number:	2026-07-Q3961
URI:	http://irep.iium.edu.my/id/eprint/129785

Actions (login required)

View Item