<![CDATA[The diversity of students' abilities and learning needs is a factor that teachers must consider when conducting instruction in elementary schools. Each student possesses unique characteristics regarding cognitive abilities, learning styles, emotional states, social interactions, and the pace at which they grasp material. This study aims to describe and analyze teacher strategies for accommodating these differences through an educational psychology approach in an elementary school setting. A descriptive qualitative approach was employed, with the study conducted at UPT SD Negeri Gedog 02. Data were gathered through observation, teacher interviews, and documentation, and subsequently analyzed using the stages of data reduction, data presentation, and conclusion drawing. The findings indicate that teachers identify students' abilities and learning needs through initial assessments, information from previous teachers, and continuous observation during instruction. Strategies implemented include individualized approaches, additional guidance, adjusted communication styles, varied teaching methods, the use of visual and digital media, group learning, hands-on practice, and the provision of supportive feedback. Teachers also provide gradual support to students facing difficulties and ensure equitable opportunities for student participation. The application of these strategies helps create a learning environment that is more adaptive to the diversity of student abilities and needs. Thus, an educational psychology approach serves as a foundation for teachers to understand individual differences and determine appropriate instructional strategies to support the cognitive, social, and emotional development of elementary school students.]]>
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