Disciplinary issues in special education: Teachers’ experiences and attribution

Background: Special education facilities are designed to support learners with special needs. These efforts are vital for ensuring inclusive, equitable education and promoting lifelong learning, which aligns with the Sustainable Development Goals. However, a positive learning environment, including addressing disciplinary issues, is necessary for learning. Objectives: This study explored the disciplinary issues that teachers experience in special schools and the contributing factors. Method: The study adopted an interpretive paradigm and employed a qualitative methodology using a phenomenological design. It was grounded on Bronfenbrenner’s Ecological Systems Theory. The data were collected through semi-structured interviews with six special school teachers from two purposely selected secondary special schools and the data were analysed using inductive content analysis. Results: Teachers in special schools attributed learner indiscipline to disengagement, absenteeism, and bullying. These behaviours were linked