<![CDATA[Background: Excessive gadget use among elementary school students negatively impacts self control, resulting in study time management difficulties, impulsive behavior, and emotional instability. Children at this developmental stage have not yet established optimal self regulatory skills, necessitating targeted support through school guidance and counseling services. Objective: This study aims to describe the implementation of classical guidance and Group counseling in developing self control among elementary students who display excessive gadget engagement. Methods: Employing a qualitative descriptive design, the study involved 20 elementary school students selected based on specific criteria of heavy screen time and impulsive behavioral tendencies. Data collection was conducted through in depth interviews, direct observations, and student self reflections, enriched by collateral information from teachers and parents. The structured intervention combined classical guidance and Group counseling sessions over several stages. Results: Findings indicate that both guidance formats positively improved student self control. This transformation was evidenced by heightened digital awareness, stronger impulse suppression, more stable emotional regulation, and improved study habits. Originality/Value: This study offers significant empirical and practical contributions to the field of elementary school guidance and child developmental counseling by revealing the efficacy of combining classical guidance and group counseling in fostering digital awareness, suppressing behavioral impulses, and stabilizing emotional regulation as well as study habits regarding student self-control enhancement in the context of managing excessive gadget use among primary school children, an area that has remained underexplored. These findings enrich empirical evidence and serve as a strategic reference for implementing multi-tier school-based counseling interventions and developing integrated digital literacy and behavioral regulation programs involving collaborative teacher-parent partnerships.]]>
