<![CDATA[Objective: Student development at the elementary school level is influenced not only by academic achievement but also by social and emotional abilities that support character formation, interpersonal interaction, and adjustment to the school environment. In this context, teachers have a strategic position because they interact with students continuously and are therefore able to provide socio-emotional support in various educational situations. This study aims to examine the role of teachers as agents of socio-emotional support by focusing on teacher competencies, forms of support, and challenges encountered in its implementation in elementary schools. The study employed a qualitative approach with a descriptive design. Data were collected through in-depth interviews, observations of teacher-student interactions, and relevant documentation. Data analysis involved data condensation, data display, and conclusion drawing, while data credibility was strengthened through source and technique triangulation. The findings indicate that teachers provide socio-emotional support by recognizing students’ conditions, establishing empathetic communication, offering positive reinforcement, assisting students in resolving interpersonal conflicts, and creating a safe and inclusive classroom environment. However, the implementation of this role is challenged by differences in students’ characteristics, limited time, teachers’ workload, family-related circumstances, and restricted access to professional support.]]>
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