PRIMARY SCHOOL TEACHERS' PERSPECTIVES ON SUPPORTING MENTAL WELL-BEING OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN MACAO

This qualitative study explores teachers’ perspectives on mental well-being support
for students with special educational needs (SEN). This study also uncovers the
strategies teachers use, as well as the obstacles teachers encountered when supporting
the mental well-being of students with SEN. This study was conducted through face-to-face interviews with primary teachers working within inclusive schools in Macao. Relevant data was collected for analysis and interpretation.
The key findings are as follows:
1. Most of the participants demonstrated a deep understanding of the mental
health challenges faced by students with SEN. They identified emotional
regulation, academic pressure and heightened self-awareness that often leads
to frustration as the primary challenges faced by students with SEN.
2. Most of the participants reported that building strong teacher-student
relationships, and classroom environment modification, as well as
individualised strategies, are essential for effective support.
3. Participants also reported that systematic barriers such as insufficient
professional resources and large class size, as well as cultural stigma around
mental health significantly hinder their ability to effectively support students
with SEN.
In addition, this study also proposes recommendations for potential implementation
for inclusive education in Macao. Furthermore, recommendations for future research
directions are also provided.