In this study, the views of classroom teachers on positive and negative emotion regulation strategies in anger management of primary school
students were examined. Phenomenology design, one of the qualitative research designs, was used in the study. Nine classroom teachers working in a private primary school in Kırıkkale in the 2024-2025 academic year participated in the study. Interview technique was used to collect the data. The data were subjected to descriptive analysis. According to the results of the study, it was observed that elementary school students mostly used the negative strategies of yelling and sulking. These tendencies occur mostly when their own wishes are not realized. In addition, it is understood that they mostly use positive strategies such as asking for help from an adult and giving an appropriate explanation. It is understood that when students are given time to realize their mistakes, they tend to use positive strategies.

Primary school students, anger management, emotion regulation strategies, classroom teachers.