The problem of chronic absenteeism among learners with special needs poses significant challenges for general education teachers in inclusive classroom settings. This study aimed to explore the lived experiences of general education teachers in addressing the classroom, familial, and societal impacts of chronic absenteeism among learners with special needs in the inclusive classroom. The study was significant in informing inclusive education practices and policy reforms that support teacher overall well-being and learner attendance. Employing a phenomenological design, the study purposively selected nine general education teachers from SPED Center in Mati City, with data gathered through semi-structured and in-depth interviews. The findings of this study revealed three major themes: instructional disruptions and differentiated demands at the classroom level weak family collaboration and teacher-initiated interventions at the institutional level and stigma, limited policy support, and post-pandemic attendance issues at the societal level. Teachers expressed their emotional strain, increased workload, and a challenge in addressing these challenges. In conclusion, chronic absenteeism requires multi-level, systemic support beyond the individual teacher. It is recommended that school should implement structured attendance support systems, strengthen home-school collaboration, and enhance teacher training and inclusive education policies.