Lived Experiences of Teachers in Handling Separation Anxiety Among Preschoolers

Separation anxiety is a developmental condition in which young children experience distress when separated from parents or primary caregivers, often affecting classroom adjustment and participation. This study explored the teachers’ lived experiences in managing separation anxiety among preschoolers through Van Manen’s lifeworld existential: lived body, lived space, lived time, lived other, and lived things. This study employed a hermeneutic phenomenological research design and is conducted in private schools in Iligan City during the 2025–2026 school year. The participants are ten preschool teachers selected through purposive sampling. Data were gathered through in-depth interviews and interpreted using Van Manen’s phenomenological approach. The findings reveal five themes: Embodying Calm in Emotional Strain, Creating Safe and Calming Spaces, Time Distortion in Caregiving Moments, Trust as a Path to Emotional Safety, and Material Ports for Comfort and Regulation. These imply that managing separation anxiety requires emotional regulation, supportive spaces, trusting relationships, and purposeful use of classroom materials. It is recommended that school heads strengthen teacher support programs, teachers and assistant teachers practice responsive caregiving, and parents collaborate closely with schools during children’s transition.

emotional regulation, hermeneutic phenomenology, lived experiences, preschool classroom, preschool teachers, separation anxiety

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