Exploring Teaching Strategies for Supporting Introverted Students in Secondary Schools: A Qualitative Study in the Chattogram City Area

Introversion characterized by a preference for quit and low-stimulus environments, presents unique challenges in the typically high-stimulus settings of schools. Through a comprehensive literature review and qualitative interviews with teachers from Chattogram City, this study identified effective teaching strategies that cater to the needs of introverted learners. This study investigated the strategies employed by the teachers to support introverted students in secondary education, focusing on the diverse personality traits that affect learning and classroom dynamics. The significance of this work extends to teachers, students and parents. For teachers, it provides insights and practical strategies to better accommodate introverted students, fostering a more inclusive and supportive learning environment. Introverted students gain awareness of their unique needs and the importance of tailored educational approaches. Parents are informed about the specific needs of their introverted children and can make better educational choices. The research questions focus on the strategies the teachers use to meet the needs of introverted learners, the factors considered in differentiating instruction, the challenges encountered, methods for determining student’s learning styles, indicators of introversion, and observed student outcomes. The primary objective of this study is to identify and evaluate strategies used by the teachers to support introverted students and to understand the factors influencing these strategies. Additionally, present study aims to address misconceptions about introverted learners and examine the impact of these misconceptions on student’s learning styles, indicators of introversion, and observed student outcomes. The findings highlighted the importance of teacher awareness and adaptive instructional strategies in supporting introverted students. This study contributed to the field of education by offering practical guidance for teachers and advocating for a more equitable approach to addressing the needs of introverted learners in secondary education.