<![CDATA[Challenging behaviors are a major obstacle to inclusive education because they affect classroom management and learning. This study aimed to identify forms of challenging behaviors, explore teachers’ management strategies, and examine the challenges they face in addressing such behaviors. A qualitative approach was employed. Data were collected through semi-structured interviews with six special education teachers from five inclusive elementary schools in Yogyakarta City selected through purposive sampling. The data were analyzed using thematic analysis involving coding, categorization, and theme development. The findings revealed various forms of challenging behaviors, predominantly exhibited by students with autism and Attention Deficit Hyperactivity Disorder (ADHD), with attention-seeking identified as the primary trigger. Other contributing factors included sensory issues, communication difficulties, and family-related factors. Teachers employed various strategies, including positive behavior support, behavior contracts, assertive communication instruction, collaboration, and pull-out services. However, an insufficient number of special education teachers, limited behavior-management competencies, inadequate facilities, lack of written guidelines, and limited family support constrained effective behavior management. The findings highlight the need to strengthen teacher capacity and develop practical behavior-management guidelines for inclusive schools.]]>
