Experiences of school psychologists supporting students with special educational needs in inclusive secondary education

This qualitative study explores the experiences of school psychologists in supporting students with special educational needs (SEN) within inclusive secondary schools across Kosovo, Albania, and North Macedonia. Guided by Bronfenbrenner’s Ecological Systems Theory and adopting a phenomenological approach, the research investigates how psychologists understand and enact their professional roles in under-resourced contexts. Data were collected through three semi-structured online focus groups with eight practicing school psychologists and analyzed thematically. The analysis revealed five interrelated themes: (1) persistent role ambiguity, with psychologists often confined to assessment rather than holistic intervention; (2) systemic and resource constraints, including high caseloads and limited institutional support; (3) Individualized Education Plans (IEPs) as both central tools and sites of inconsistent implementation; (4) resilience and advocacy, demonstrated through self-directed professional development and efforts to strengthen inclusive practices; and (5) relationships with parents and families as simultaneously enabling and constraining factors. These findings underscore the ecological complexity of school psychologists’ work in education systems marked by scarcity. They highlight both the systemic barriers that restrict impact, and the resilience strategies psychologists mobilize to support inclusion. The study contributes to international debates by illuminating the challenges and professional agency of psychologists in Southeastern Europe.