The present study aims to identify the educational and developmental problems of children in the scattered witness plan and to provide innovative solutions for improving the current situation (case study: Witness Schools in Minab City). This research was based on the lived experiences of teachers and parents whose children are enrolled in the scattered witness plan. Utilizing a qualitative phenomenological approach and an inductive coding system, the study included 25 participants—teachers and parents—from the Witness School, selected through purposeful sampling. Data were collected via semi-structured interviews, and the recorded interviews were transcribed and analyzed.

To enhance the study's validity, the results of some interview analyses were shared with several participants, whose feedback was used to refine certain aspects of the research. Additionally, after consulting three experts in the field of education for witness children in the province, the findings were comprehensively summarized, and necessary revisions were made.

The data analysis revealed that children in the scattered witness plan face two main knowledge-related weaknesses: deficiencies in processes and cognitive learning skills, as well as weaknesses in reading, with the former being more prevalent. In terms of attitudes, children's issues encompassed four key components: motivational weaknesses, lack of self-confidence, psychological problems, and social non-acceptance, with motivational weaknesses being the most frequent. Furthermore, in the skills section, four primary categories were identified: physiological disabilities, weaknesses in reading and writing skills, deficiencies in social relationships, and difficulties in proper planning, which were recognized as significant problems for these children.