Parental Coping in Facilitating Modular Learning for Young Learners with Special Needs During an Earthquake Crisis: The Role of School and Teacher Support

This study explored how parents coped with facilitating modular learning for learners with special educational needs during earthquake-related disruptions in Mandaue City, Cebu, with particular attention to school and teacher support. Using a qualitative phenomenological design, the study gathered data through face-to-face semi-structured interviews with seven purposively selected parents. Thematic analysis revealed four major themes: dual role strain, limited resources and support systems, adaptive strategies for managing emotional demands, and perceptions and challenges of modular learning. The findings showed that parents struggled to balance caregiving and teaching responsibilities while addressing their children’s educational and emotional needs. Limited learning materials, inadequate teacher guidance, and insufficient access to therapy and external support increased parental stress, fatigue, and uncertainty. To cope, parents established flexible routines, practiced patience and emotional regulation, and adapted learning activities to their children’s individual needs. However, maintaining learner attention, participation, and educational continuity remained challenging. The findings indicate that parental coping is closely linked to the availability of responsive support systems and effective school-home collaboration. The study recommends strengthening parental training, improving school communication, and expanding access to appropriate learning resources and support services to promote inclusive and disaster-responsive education for learners with special educational needs.