Abstract
Test anxiety represents a significant challenge for students with disabilities, particularly within inclusive educational settings. Previous research indicates that test anxiety varies according to gender and educational context and may be influenced by the level of teacher support perceived by students. The present study aimed to investigate the level of test anxiety among students with disabilities enrolled in special and mainstream education and to examine its relationship with perceived teacher support, as well as differences based on gender. The sample consisted of 56 primary school students with intellectual disabilities enrolled in special or mainstream education. Participants completed standardized measures of test anxiety and perceived teacher support. Data were analyzed using Pearson correlation coefficients and independent sample t-tests. Results indicated a strong negative correlation between perceived teacher support and test anxiety (r = −0.84, p < 0.001). Girls reported significantly higher levels of test anxiety than boys, and students in mainstream education reported higher anxiety than those in special education. These findings highlight the importance of supportive teacher–student relationships and context-sensitive educational practices in reducing test anxiety among students with disabilities.