<![CDATA[The objective of this research is to analyze efforts in overcoming the challenges faced by first to third-grade teachers in managing classrooms using a socio-emotional approach at elementary school during the post-pandemic period. This study uses a qualitative descriptive method with a case study approach. The data obtained in this research consist of primary and secondary data sources. Primary data are collected through interviews, while secondary data are derived from document analysis related to efforts in addressing classroom management challenges based on the socio-emotional approach for lower-grade teachers at elementary school during the post-pandemic period. Data validity was ensured through technique triangulation, while data analysis employed Miles and Huberman’s interactive analysis model. The findings of the study indicate that lower-grade teachers at elementary school have undertaken several efforts to address the challenges of managing classrooms using a socio-emotional approach, including: 1) Conducting thorough preparation and participating in continuous professional development; 2) Implementing gradual adaptation strategies during the transition to new learning methods; 3) Utilizing digital learning media that support socio-emotional aspects; 4) Enhancing communication and classroom management skills; 5) Conducting intensive student observation and improving communication with parents; and 6) Organizing individual or small group counseling sessions to support students’ socio-emotional development. The findings provide new insights into the challenges and strategies of classroom management during the post-pandemic transition, which can serve as a foundation for developing more adaptive classroom management theories and model.]]>
