<![CDATA[Bullying remains a persistent problem in elementary schools and has the potential to hinder students’ social and emotional development. This study aims to describe positive classroom climate management practices and their role in preventing bullying behavior in elementary schools. A descriptive qualitative approach was employed, involving three classroom teachers and 62 students from a public elementary school in Indonesia, with the institution anonymized to ensure confidentiality. Data were collected through observations, in- depth interviews, and document analysis. The data analysis was conducted in stages, including data reduction, data display, and thematic analysis. The findings indicate that positive classroom climate management is reflected in three main themes: harmonious teacher– student interpersonal relationships, the implementation of positive discipline as a preventive strategy, and the reinforcement of students’ empathy and social responsibility values. The establishment of a safe, inclusive, and participatory classroom climate contributes to reducing the potential for bullying behavior and supports the creation of a child-friendly learning environment. These findings offer practical implications for elementary school teachers in developing classroom management strategies oriented toward bullying prevention. However, this study is limited by the scope of participants and research context, suggesting the need for further studies employing more diverse approaches and research settings.]]>
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