Assessing Teachers’ Perspectives on Social Inclusion Policies and Their Effectiveness in Supporting Students’ Emotional Well-Being

Abstract

This study investigated the relationship between teachers' perspectives on social inclusion policies and their effectiveness in supporting learners' emotional well-being in the Kibawe East District during the 2025–2026 school year. Specifically, it assessed four implementation dimensions: teachers' knowledge and attitudes, availability of school resources, training and professional development, and administrative and community support. Using a quantitative, descriptive-correlational design, data were collected via a structured Likert-scale questionnaire from a purposively selected group of public-school teachers. Data were analyzed using means, frequencies, and Pearson's r. Findings revealed that teachers implement social inclusion policies to a very great extent across all dimensions, indicating a profound level of institutional readiness. Simultaneously, learners exhibited a very high level of emotional well-being, demonstrating exceptional emotional health and resilience. Crucially, a significant relationship was established between teachers' implementation perspectives and learners' emotional outcomes. The study concludes that social inclusion is not merely an administrative mandate but a lived classroom reality that serves as a protective shield for students, regardless of socioeconomic background. Recommendations include institutionalizing participatory managerial planning for school heads to ensure timely support and resource allocation. Teachers are encouraged to transition to professional learning communities to share best practices, while learners should continue to nurture a safe environment through peer empathy. Ultimately, the study proves that when institutional support and teacher knowledge are high, student psychological health flourishes, establishing social inclusion as a prerequisite for student thriving.