<![CDATA[This study is motivated by the importance of time management skills for students in supporting academic This study was motivated by the fact that students in inclusive education settings still face challenges in fostering a sense of comfort, self-worth, and competence within the school environment. The study aimed to describe the emotional well-being profile of students in the inclusive program at SMP N 1 Lubuk Sikaping. A descriptive qualitative method with a phenomenological approach was employed. The informants consisted of one Guidance and Counseling teacher (key informant) and three additional informants (a supervising teacher, a male student in the inclusive program, and a female student in the inclusive program). Data were collected through interviews, observations, and document analysis; validity was verified via triangulation of sources, time, and methods; and analysis involved data reduction, data presentation, and conclusion drawing. The findings indicate that the emotional well-being of these students is reflected in six aspects: self-acceptance, building harmonious relationships with others, possessing a drive for personal growth, having a positive sense of direction and hope for the future, the ability to adapt to the environment and rules, and the capacity to act independently according to their abilities. Based on these results, it is recommended that the school and Guidance and Counseling teachers continue to provide support and appreciation, and design services that optimally strengthen the emotional well-being of students in the inclusive program.]]>
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