Emotional Challenges and Strategies of SPED Teachers in Addressing Dyslexic Learners

Abstract

This study examined the emotional challenges experienced by Special Education teachers in addressing the unique educational needs of learners with dyslexia. Using a qualitative design, data were gathered from teachers through interviews and thematic analysis to identify stressors, coping mechanisms, and support needs. Results revealed that teachers encountered significant emotional difficulties, including burnout, frustration, self-doubt, and emotional exhaustion, which were primarily linked to high workloads, insufficient institutional support, and limited training specific to dyslexia. Despite these pressures, teachers demonstrated resilience and applied effective strategies such as multisensory instruction, individualized approaches, and collaboration with parents and colleagues to support student learning. The study further highlighted the pressing need for targeted professional development, workload management, and institutional reforms to safeguard teachers’ well-being and sustain their instructional effectiveness. An action plan was developed to strengthen professional support, enhance leadership mentorship, and inform policy directions aimed at fostering inclusive and responsive educational practices. Overall, the findings affirm that sustaining teacher effectiveness in supporting learners with dyslexia requires comprehensive and holistic support systems that address both instructional demands and emotional well-being.