Morning Meetings and Perceived Behavioral Impact for Students With Special Needs: Teachers’ Perspectives in the United States

Abstract

This study examined teachers’ experiences of implementing Morning Meetings to support students with special needs and disabilities in inclusive classrooms in the United States. A qualitative phenomenological design was employed with 10 educators, comprising five general education teachers and five special education teachers working in elementary and junior high school settings. Data were collected through 45–60-minute semi-structured interviews and analyzed using reflexive thematic analysis. Four interconnected themes emerged: Behavioral Stabilization Through Emotional Regulation, Social Integration and the Domino Effect of Peer Synergy, Enhanced Task Initiation and Cognitive Capacitation, and Holistic Wellness Check and Trauma-Informed Awareness. Teachers described Morning Meetings as a predictable beginning to the school day that provided opportunities for emotional preparation, peer interaction, communication, expectation setting, and preparation for classroom activities. Participants also reported adapting the routine through visual schedules, timers, communication supports, sensory tools, and individualized accommodations to address differences in students’ needs. The findings indicate that teachers perceived Morning Meetings as a structured and relational classroom practice that supported emotional readiness, social participation, transition management, and task initiation. However, the findings represent teachers’ perceptions and do not establish causal effects on student behavior or academic outcomes. Schools should support flexible implementation through professional development, collaborative planning, and mentoring, particularly for educators working in unfamiliar educational contexts.