<![CDATA[This study aims to explore the strategies implemented by teachers at SDN Plosorejo in developing students’ social skills and preventing bullying in the elementary school environment. The study employs a descriptive qualitative approach using a case study method. The research subjects consist of classroom teachers, support teachers, the school principal, and students in grades 4 to 6. Data were collected through semi-structured interviews, participatory observation, and school documentation, and were analyzed using thematic analysis. The findings indicate that teachers apply various strategies, including the development of character values through daily habituation, management of social interactions among students, guidance and preventive interventions toward negative behaviors, and extracurricular activities that promote cooperation and empathy. These strategies are effective in enhancing students’ social skills, such as empathy, tolerance, communication, emotional regulation, and collaboration, as well as in creating a safe, inclusive, and supportive school environment. The study emphasizes that the role of teachers as facilitators, mediators, and role models is crucial in shaping a positive social-emotional climate. The integration of character education, social-emotional learning, and preventive interventions is proven to be more effective than purely reactive methods. The findings are expected to serve as a reference for other elementary schools in creating learning environments that support students’ social-emotional development and sustainably prevent bullying.]]>
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