Abstract This study examined the lived experiences of Israeli teachers supporting students with mental health challenges following the 2018 Inclusion Law. Using a qualitative phenomenological design, researchers conducted in-depth interviews with 26 teachers from middle and high schools from various regions in Israel, focusing on how teachers interpreted and made meaning of their work with students experiencing mental health difficulties. Three interconnected themes emerged: teachers' emotional and professional experiences, the gap between diagnosis and systemic support, and the broader classroom ecology shaped by students’ mental health needs. Participants reported a strong sense of responsibility alongside emotional exhaustion, isolation, and uncertainty, but some also mentioned moments of fulfillment and meaningful progress that reinforced their professional purpose. They consistently highlighted a disconnect between receiving diagnostic information but not receiving practical guidance or timely systemic support, intensifying their stress and hindering effective intervention. Challenges in parent–teacher relationships were closely tied to these dynamics and influenced classroom interactions, affecting peer relations and the overall emotional climate. By expanding analytic attention beyond individual students to the classroom system, the study highlights an underexplored dimension of teachers’ work in inclusive settings. The findings underscore the need to bridge diagnosis-to-action gaps through clearer guidelines, strengthen professional training with practical strategies, and provide timely, coordinated support structures. These insights are critical for policymakers and educational leaders seeking to refine inclusion policies and improve support for teachers working with students facing mental health difficulties.
Levkovich et al. (Wed,) studied this question.