Abstract

Students with hearing impairments often encounter substantial challenges in recognizing, learning, and expressing emotions because communication barriers limit their access to natural interactions and emotional modeling. Teaching positive emotions supports resilience, social development, and mental well-being, yet research on factors shaping emotional instruction for this population remains limited, creating a meaningful gap. This study aimed to identify key barriers and facilitators influencing the teaching of positive emotions to students with hearing impairments in Shahr-e Kord, Iran, drawing on the lived experiences of special education teachers. A qualitative design using an interpretative phenomenological approach grounded in Van Kaam’s framework was employed in 2024. Eleven special education teachers were selected through purposeful sampling until data saturation was achieved. Semi-structured interviews were conducted to gather detailed descriptions of participants’ experiences, and the data were analyzed thematically using Braun and Clarke’s method. Findings showed that emotional instruction is shaped by both barriers and facilitators. Major barriers included insufficient specialized training, communication limitations associated with students’ language delays, and heavy workload pressures experienced by teachers. Facilitators included the effective use of sign language to enhance understanding, the incorporation of artistic activities to support emotional expression, and the creation of a safe and supportive learning environment. Teachers emphasized the importance of participatory interaction and responsiveness to students’ emotional needs. Addressing barriers while strengthening supportive conditions can improve emotional learning outcomes, enhance social skills, increase academic motivation, and promote mental well-being among students with hearing impairments. These findings offer practical guidance for developing specialized programs that align with students’ communication needs and support their emotional growth. Effective implementation requires collaboration among teachers, families, and specialists to ensure consistent emotional modeling and reinforcement across settings. By integrating structured emotional learning activities, providing relevant professional development, and expanding access to visual and interactive strategies, schools can create inclusive environments that empower students with hearing impairments to build confidence, strengthen relationships, and engage more successfully in academic and social experiences in their daily school lives effectively.