Undiagnosed Developmental Delays Among School Children: Implications for Teachers

Abstract

This study examined teachers’ observations of suspected developmental delays among public elementary school learners and their implications for instructional support and inclusive education. Specifically, it identifies developmental indicators frequently observed by teachers, examines perceived educational impacts, determines the association between teachers’ perceptions and perceived educational impact, and identifies instructional strategies and institutional support needs. A quantitative descriptive-correlational design was employed with 64 public elementary school teachers from Bantayan Central Elementary School, Cebu, Philippines, during School Year 2024–2025. Data were collected using an adapted Five-to-Fifteen-Revised Teacher Questionnaire and analyzed using descriptive statistics and Pearson’s product-moment correlation coefficient. Teachers frequently observed concerns across literacy and language, mathematics and numeracy, memory and retention, attention and focus, problem-solving, executive functioning, social-emotional development, and study and academic skills. Teachers reported positive perceptions regarding their capacity and responsibility to support learners with suspected developmental concerns, while the perceived educational impact was rated very high. A significant positive association was found between teachers’ perceptions and perceived educational impact. Teachers also identified professional development, parent-support programs, instructional materials, smaller class sizes, and access to special education professionals as important institutional needs. The findings highlight the importance of strengthening teacher professional development, systematic school-based observation and referral procedures, multidisciplinary collaboration, and evidence-informed instructional support. Classroom observations should complement, rather than replace, formal multidisciplinary assessment.