Inclusive education: Challenges and opportunities of public elementary school teachers

This qualitative phenomenological study explored the lived experiences of public elementary school teachers in the Banna District, Ilocos Norte, in implementing inclusive education. While inclusive education is recognized as a key strategy for ensuring that every child has access to meaningful learning, teachers often face realities that go beyond policy expectations. Guided by open-ended interviews and thematic analysis, the study sought to understand how teachers navigate the challenges and opportunities of inclusive classrooms. Findings revealed persistent barriers such as classroom management in diverse settings, limited learning materials, and physical space constraints. Yet, teachers also reported professional growth, shifts toward learner-centered approaches, and the cultivation of more compassionate, inclusive learning environments. Their voices highlight both resilience and the urgent need for institutional support. The study concludes that inclusive education carries transformative potential, but its success relies on providing teachers with sufficient resources, ongoing training, and recognition of their efforts. Strengthening policies and fostering a shared responsibility across the education sector are recommended to ensure that inclusive education is not just a mandate but a lived reality for every learner