Examining the Role of English Teachers in Creating Inclusive Classrooms That Support Linguistic Growth and Emotional Wellbeing: A Mixed Methods Study in Dubai, UAE

Abstract

Educational change toward inclusion requires teachers to integrate instructional, social–emotional, and contextual practices in ways that promote equity for diverse learners. This convergent mixed methods study examines how English teachers in Dubai’s private schools enact inclusive practices that support both linguistic development and emotional well-being. Survey data from 1,700 teachers using the 25 item ITEC instrument indicate moderate to high levels of implementation, with Emotional Wellbeing Facilitation receiving the highest mean score and Linguistic Support Practices showing greater variability. Chi square analyses reveal significant associations between inclusive practice implementation and certification type, professional development hours, and curriculum type; years of experience were not significant. Semi structured interviews with 45 teachers produced nine themes describing the day to day work of inclusion, including differentiated instruction, culturally responsive teaching, social emotional learning integration, collaborative structures, and the navigation of systemic constraints. The findings demonstrate that teacher agency is central to inclusive educational change, but its expression depends heavily on structural supports such as preparation, professional development, and resource conditions. The study contributes to educational change scholarship by identifying leverage points for improving inclusive practice in multilingual settings and by conceptualizing inclusion as the combined work of pedagogy and wellbeing.