Background and Objective: Separation anxiety disorder is one of the common anxiety disorders in children and can have academic, emotional, and interpersonal consequences. Despite the role of schools in the persistence of this disorder, mothers’ lived experiences of teachers’ labeling have received limited attention. The present study aimed to explore mothers’ lived experiences of teachers’ labeling of children with separation anxiety disorder.



Method: This qualitative study employed a descriptive phenomenological approach based on Colaizzi’s seven-step method. Participants were 16 mothers of children aged 6–12 years with separation anxiety disorder attending elementary schools in Tehran during the 2025–2026 academic year. Participants were selected through purposive and snowball sampling. Data were collected through semi-structured interviews until theoretical saturation was reached and analyzed using MAXQDA. The credibility of the findings was assessed based on Lincoln and Guba’s criteria.



Results: Data analysis identified 124 initial concepts, 14 subthemes, and four main themes: overt and covert blame, maternal humiliation and helplessness, mothers’ coping strategies, and the consequences of labeling for the child and family–school relationships. The essence of the phenomenon was identified as “an unjust judgment that targets maternal identity, leaves the mother in isolation, and intensifies the child’s suffering.”



Conclusion: Teachers’ labeling may intensify maternal shame and helplessness, child anxiety, and family distrust of the school.