This study aimed to examine the public speaking challenges and coping mechanisms of male Senior High School students and to propose an instructional framework to support their communicative development. A qualitative phenomenological design was employed, involving nine male Senior High School students. Data were gathered through in depth interviews to explore their lived experiences in public speaking and the strategies they used to manage performance-related challenges. Findings revealed that students experienced both situational and internal challenges, including anxiety, fear of negative evaluation, mental block, and difficulties in communication delivery, particularly in impromptu tasks and unfamiliar speaking contexts. To cope, students employed preparation based strategies such as rehearsal and script use, emotion regulation techniques such as self regulation and mental calming, and social support strategies including seeking feedback and learning through observation. These strategies enabled them to manage anxiety, maintain focus, and sustain participation in speaking tasks. Based on these findings, the study proposes the Developmental Communicative Speaking Framework (DCSF), a scaffolded and developmentally sequenced instructional model aimed at reducing anxiety and improving communicative competence. It is recommended that this framework be integrated into Oral Communication instruction to provide structured, supportive, and progressive speaking experiences for male students.