<![CDATA[Elementary classrooms are formative social spaces in which children learn how to interpret difference, regulate responses, participate fairly, and handle disagreement. This qualitative needs analysis examined how culturally grounded mindful learning could be designed to support social moderation in upper-grade elementary classrooms in Jember, East Java, Indonesia. The study formed the Analysis phase of an iterative ADDIE project and drew on written semi-structured interview responses from eight teachers and two principals. Reflexive thematic analysis combined deductive domains with inductive coding and translated themes into provisional design requirements. Participants described culturally and linguistically diverse classrooms in which coexistence was generally positive but was periodically disrupted by teasing, peer-group exclusion, accent-related sensitivity, reactive emotions, and uneven use of local culture. They valued stories, dialogue, visual media, games, reflection, perspective taking, collaboration, and social action, while also identifying risks of stereotyping, insufficient facilitation skill, and weak implementation support. The analysis generated five design principles: behavioural translation of moderation values, plural and non-hierarchical cultural representation, structured perspective taking, explicit safeguarding boundaries, and whole-school implementation support. These principles informed the provisional SADAR sequence: Siapkan perhatian (attend), Amati pengalaman budaya (observe cultural experience), Dialogkan perbedaan (dialogue across difference), Ambil perspektif dan refleksikan (take perspective and reflect), and Realisasikan aksi sosial (enact social action). The study contributes a traceable bridge from practitioner needs to instructional design rather than evidence of intervention effectiveness. It argues that mindful learning for diverse classrooms should move beyond individual self-regulation toward culturally responsive noticing, dialogic judgement, and safe collective action.]]>
