Investigating the Experience of Emotional Neglect and Adaptive Coping in Children with Special Needs

Abstract

The study investigated the experiences of emotional neglect and coping strategies of Children with Special Needs (CSNs) at Canduman Elementary School, Mandaue City. It assessed levels of emotional neglect, extent of coping strategies, their relationship, and developed an action plan. Using a mixed-method design, 31 purposively selected SPED learners (20 male, 11 female, Kindergarten–Grade 6) participated through interviews or guided storytelling. Data were collected using the Child Abuse and Trauma Scale (CATS) and KidCOPE/Brief COPE inventory. Descriptive statistics measured neglect and coping, while Pearson’s r tested the relationship between variables. Results showed common disabilities included Intellectual Disability, Autism Spectrum Disorder, and Hearing Impairment. All respondents relied on parents/guardians, with some support from teachers and classmates. Emotional neglect was generally low (mean = 2.19), though communication barriers were noted. Coping strategies were moderately used (mean = 3.31), with distraction, emotional expression, and problem-solving as common, alongside some maladaptive behaviors. Correlation analysis revealed a negligible, non-significant relationship (r = 0.243, p = 0.188). The study concluded that coping was not significantly influenced by neglect, but resilience and institutional support were crucial. These findings highlight the need for comprehensive family, school, and policy interventions to enhance emotional care and adaptive coping among CSNs, which was then used as a basis for the development of a Support System Developmental Plan.