Students with special educational needs (SEN) in the mainstream class: the image of the child and how teachers address SEN in Vietnamese contexts

Purpose Ensuring inclusive and equitable quality education at all educational levels is a key sustainable development goal proposed by the United Nations in 2015. Educational inclusion requires the integration of students with special educational needs (SEN) into mainstream classrooms, which poses significant challenges for teachers' practice. However, this issue remains underexplored in the Vietnamese context. This study investigates Vietnamese primary school teachers' perceptions of students with SEN and their classroom practices in mainstream settings. Design/methodology/approach Data were collected through semi-structured interviews with nine primary school teachers in Hanoi. Given the small sample size, the findings should be interpreted with caution, particularly regarding generalisability. Data were analysed using qualitative content analysis within a constructivist paradigm. Findings The findings indicate that teachers largely believed in creating separate or special environments for students with SEN rather than providing additional support within mainstream classrooms. Although teachers recognised some domain-specific strengths of students with SEN, these students were frequently perceived as less capable than their peers and as a burden to teaching practice. Cognitive support mainly involved repetition and skill drilling, with limited implementation of collaborative or inclusive learning strategies. Teachers reported that maintaining a safe and disciplined classroom environment, supported by reflective practices and mindfulness meditation, was effective in addressing behavioural challenges. However, students' difficulties were typically understood as isolated issues rather than addressed through a holistic support approach. Despite expressing empathy, teachers' attitudes towards students with SEN often reflected a patronising stance. Practical implications Overall, the findings highlight the need for targeted, practice-oriented teacher training that fosters inclusive mindsets and equips teachers with concrete pedagogical strategies grounded in a holistic approach to supporting diverse learners in mainstream classrooms. Originality/value The study highlights the need for a holistic approach to addressing students' difficulties, as well as for teacher training that fosters inclusive mindsets and equips teachers with concrete pedagogical strategies to integrate students with SEN into mainstream education.