Paper Contents
Abstract
AbstractThis study explored the lived experiences of junior high school teachers in managing the social-emotional adjustment of students. As students transitioned back into the traditional classroom environment, many exhibited emotional instability, behavioral issues, and challenges in peer relationships. Ten (10) teachers from Libungan West District, Cotabato Division, were selected to share their narratives. The study adopted a phenomenological approach to capture the depth of their experiences. Data were gathered through virtual in-depth interviews to uncover how these educators supported students emotional reintegration into the learning environment. The thematic analysis of the participantsresponses revealed the teachersexperiences in addressing the studentssocio-emotional needs, which included frequent disruptive behaviors, withdrawal, emotional outbursts, and difficulty in peer interactions. These challenges affected both the academic progress and classroom climate, increasing the emotional labor required of educators. To cope, teachers employed strategies such as integrating social-emotional learning into daily routines, fostering open communication, applying empathetic approaches, and creating positive, supportive environments. Some educators also engaged in peer collaboration and adjusted instructional strategies to better accommodate studentsemotional needs. The insights drawn from the studys findings emphasized the importance of early intervention, continuous professional development in Social and Emotional Learning, and strong support systems at the school level. These insights provide valuable guidance for educational leaders and policymakers to strengthen teacher capacity.Keywords: Back In the Classroom, Teacher Experiences, Social-Emotional Adjustment
Copyright
Copyright © 2025 Jason Allan P. Diez. This is an open access article distributed under the Creative Commons Attribution License.
