Asian Journal of Education and Social Studies

Bhutan has actively implemented the Special Educational Needs (SEN) programme since 2000 to transform general schools into inclusive learning environments. Despite the growing number of SEN schools, there remains limited understanding of how this shift has impacted teachers. This study aimed to examine the perspectives of general and special education teachers on inclusive education and to identify key sources of stress they experience in inclusive classrooms. A total of 118 teachers from two mainstream schools with SEN programmes, Tendruk Central School and Changangkha Middle Secondary School, were surveyed using self-administered questionnaires. The study employed a combination of purposive, stratified and random sampling methods to ensure a balanced representation of teacher types. Findings revealed that both general and special educators shared similarly positive views on inclusive education, supporting its goals and principles. However, special education teachers reported significantly higher levels of stress related to workload and time constraints. These pressures were often linked to the individualised planning, coordination duties and lack of sufficient support staff. The study highlights the urgent need for targeted interventions such as increased specialist staffing, improved training and manageable class sizes to sustain inclusive practices. Insights from this study are valuable for policymakers and education stakeholders seeking to strengthen inclusive education in Bhutan and similar settings.