From stress to strength: Parental coping strategies in raising children with special educational needs in inclusive public elementary schools

Abstract

This study evaluated parenting stress and coping strategies among parents of children with special educational needs enrolled at the Tagbilaran City Central SPED Center. Using a descriptive design, data were gathered from thirty (30) parents through a structured survey questionnaire. The instrument measured respondents’ demographic profiles; parenting stress in the areas of parental distress, parent–child dysfunctional interaction, and having a difficult child; and the extent of coping strategies utilized. Data were analyzed using frequency counts, percentages, weighted means, and standard deviations. Results showed that the majority of respondents were female, most were in the 36–45 age group, predominantly college-educated, with one to four children, and largely belonged to middle-income households. Findings revealed that parents experienced a moderate level of overall parenting stress, with parental distress and stress related to having a difficult child as the most prominent sources, while parent–child dysfunctional interaction remained low. Parents were also found to frequently employ cognitive, emotional, behavioral, and social coping strategies, indicating a high level of adaptive coping. Hence, it is recommended that a Contextualized Action Plan be implemented, providing structured interventions such as counseling services, parent education sessions, and support group activities to reduce stress, strengthen coping skills, and promote positive parent–child relationships.