Widyaningrum, Vera. 2026. “Classroom Management Challenges in Inclusive EFL Classroom: A Case Study at SMPN 10 Banjarmasin”. Sarjana’s Thesis. English Language Education Department, Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin. The first advisor: Dr. Hj. Noor Eka Chandra, M.Pd, the second advisor: Dr. Cayandrawati Sutiono, M.A.

Keywords: classroom management, inclusive classroom, EFL classroom, classroom management challenges, inclusive education.

Classroom management is essential for creating an effective learning environment, particularly in inclusive English as a Foreign Language (EFL) classrooms where students have diverse academic, behavioral, and learning needs. This study aimed to identify the classroom management challenges faced by an English teacher in an inclusive EFL classroom and examine the strategies used to address them. A qualitative case study design was employed at SMPN 10 Banjarmasin involving one English teacher who taught an inclusive classroom. Data were collected through classroom observations, semi-structured interviews, and documentation and analyzed using Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing. The findings revealed challenges across Garrett’s (2014) five classroom management components: physical design, rules and routines, teacher–student relationships, engaging instruction and motivation, and discipline. The major challenges included limited classroom space, inconsistent classroom routines, communication barriers and social interaction issues involving students with special educational needs, students’ limited English vocabulary and low confidence, and disruptive classroom behaviors. To address these challenges, the teacher implemented preventive and reactive strategies consistent with Levin and Nolan’s (2014) framework. Preventive strategies included organizing the classroom environment, reinforcing routines, adapting communication, grouping students heterogeneously, modifying learning activities, and using visual learning media. Reactive strategies involved providing verbal reminders, redirecting students’ attention, offering individual assistance, repeating instructions, and responding immediately to inappropriate behavior. The study concludes that effective classroom management in inclusive EFL classrooms requires flexibility, responsiveness, and adaptation to students’ diverse needs while maintaining supportive teacher–student relationships. Future research should involve multiple teachers and broader inclusive educational contexts to provide more comprehensive insights into classroom management practices.