Development is a complex thing because many factors influence and intervene in the child's development process. Both innate elements and experiences gained through interaction with the environment contribute to each other in certain ways to the direction and rate of children's development (Islam et al., 2022). Santrock said that each individual's development can be unique. Each individual develops in certain ways, the same as all other individuals, the same as some other individuals, and not the same as other individuals. Children often experience obstacles to cognitive and social emotional development (Rahmatika, 2019)

This development is closely related to the child's personality as a whole because it forms an integrated whole. Several main aspects of individual personality in elementary school-aged children can be reviewed in general, namely aspects (1) cognitive, (2) physical-motor, (3) socio emotional, (4) language, (5) moral, and (6) religious (Khaulani, 2020) , based on this opinion it can be concluded that the problems found in elementary school children include; (1) cognitive problems, (2) physical problems, (3) language problems, (4) social problems, and (5) behavioral and emotional problems. the increase in social problems among teenagers suggests that there is a gap between the national philosophy and the way of life of some adolescents (Zakaria et al., 2025). Every elementary school-age child will be different in how and when they achieve cognitive, physical, language, social as well as behavioral, and emotional development. These developmental aspects will also influence the learning process and daily activities (Rahmatika, 2019). So, in dealing with problems that occur in aspects of child development, maximum effort is required. Socio-emotional learning in children's lives and the pressure of the role of parents and schools in their achievement (Chaidi & Drigas, 2023).

Behavioral problems in elementary school students are very diverse, this is based on school inclusion division data submitted by the inclusion coordinator, for example, children's behavior is difficult to control, their emotions are unstable, they are not yet able to control themselves, they are not yet able to distinguish between good and bad, they are not yet independent, and impulsive actions. The statement of the inclusion coordinator teacher that this is common because in general children of this age experience emotional and behavioral disorders during their development. Based on the results of initial observations, this can be seen in lower grade students, namely grades 1 and 2. According in (Darmiah, 2020), explains that emotion is a feeling that arises when someone faces a situation or interaction that is considered crucial, especially those related to their existence.

In a study, it was stated that children's emotional disorders are also influenced by the child's learning environment, for example, social behavior, self-disclosure behavior, and trusting behavior with friends before and after treatment with group guidance services (Setiawati, 2023).

The case of elementary school children with emotional and behavioral disorders, various disorders and diseases are often found such as Attention Deficit Hyperactivity Disorder (ADHD) Autistic Spectrum Disorder (ASD), Oppositional Defiant Disorder (ODD), Conduct Disorder (CD) (Wakhaj & Rofiah, 2018). According to (Paternotte & B, 2013), children with Attention Deficit Hyperactivity Disorder (ADHD) are children who experience disturbances or difficulties in concentrating attention on the tasks given to them. This disorder affects the development of increased motor activity in children so that it will have an impact on children's activities which tend to be excessive (Adiputra et al., 2015). Students with social emotional disabilities face various challenges in school, both in academic, social, and psychological aspects, this can have an impact on their learning achievement, social interaction, and emotional development (Adhantoro et al., 2025-03) (Verisa et al., 2024). Identifying the characteristics of students with social emotional disabilities is an important step in providing intervention, and they receive support that is appropriate to their needs.

In addition, in the context of inclusive education, teachers often have difficulty in recognizing the characteristics of students with social emotional disabilities due to a lack of understanding and adequate instruments. With research that identifies the characteristics of students with social emotional disabilities, more effective learning and intervention approaches can be developed, so that inclusive education that is more responsive to the needs of all students can be realized (Hafida et al., 2020). Although there have been many studies discussing children with social emotional disorders, most of them still focus on interventions or learning strategies without systematic mapping of characteristics. Some studies highlight clinical or psychological aspects without directly linking them to educational practices in elementary schools.

So, from the various behavioral and emotional problems, the purpose of this study focuses on the problems at SD Muhammadiyah Alam Surya Mentari, Surakarta City in identifying these behavioral and emotional problems and the technical efforts of teachers and schools in dealing with these problems by conducting observations and interviews.

This research is classified as qualitative research with a case study design, which is considered suitable for exploring social and human phenomena in their natural context. Qualitative research, as emphasized by (Fadli, 2021), is essentially a process of understanding the complexity of human experiences and social interactions by constructing a holistic and comprehensive picture. Unlike quantitative research, which often relies on numerical measurement and statistical analysis, qualitative research highlights the richness of meaning, perspectives, and experiences expressed in words. The purpose of such research is not only to measure but also to deeply interpret how individuals or groups behave, interact, and construct their reality. In this sense, the researcher acts as the primary instrument in collecting, analyzing, and interpreting the data.

The case study design is chosen because it allows the researcher to investigate a specific phenomenon in depth and detail within a bounded system, in this case the learning and social environment of SD Muhammadiyah Alam Surya Mentari. The stages of the case study approach generally include problem identification, research design and instrument development, data collection, data analysis, and report writing (Sonuga‐Barke et al., 2023). Each of these stages is interconnected and iterative, meaning that the researcher may return to an earlier stage if new insights emerge during the process. The flexibility of the design is what makes the case study method valuable, particularly when dealing with sensitive issues such as behavioral and emotional problems in children.

The main objective of this study is to explore and obtain empirical data regarding behavioral and emotional issues faced by three students at SD Muhammadiyah Alam Surya Mentari. Such issues may manifest in various forms, including difficulties in social interaction, expressions of anger or sadness, or challenges in adapting to classroom routines. By employing a qualitative approach, the researcher seeks to uncover the underlying causes and contextual factors that contribute to these behaviors, as well as to provide a rich description of the experiences of the children, teachers, peers, and parents involved. The natural setting of the school environment is maintained so that the data collected reflects genuine interactions without artificial manipulation (Anisah, 2015).

The data collection techniques employed in this study consist of interviews, observations, and documentation. Observations are directed toward the daily activities of the three children identified with behavioral and emotional problems (Gunawan, 2021). This method enables the researcher to capture real-time interactions, classroom dynamics, and responses of the children to different situations. Meanwhile, interviews are conducted with teachers, peers, and parents, providing multiple perspectives that enrich the analysis. Teachers can provide insights into classroom management and academic performance, peers can share experiences of social interaction, and parents can shed light on the children's behavior at home and in the family context (Rahayu & Khairiyati, 2014).

In addition, documentation serves as a complementary data source to strengthen the validity of the research. Various forms of documents are collected, such as books, archival records, school reports, photographs, and official written information. The documents include the school's profile, which covers teacher and student data, the institution's vision and mission, available facilities and infrastructure, and the organizational structure. Furthermore, photos of student achievements and school activities in the natural environment also provide supporting evidence for the analysis. Importantly, documents related specifically to the three children studied such as academic records, counseling notes, or participation reports in school activities are also reviewed to provide a comprehensive view of their behavioral and emotional development (Mirnawati & Amka, 2019).

Through the triangulation of these three techniques observation, interview, and documentation the study aims to ensure the validity and reliability of the data obtained. Triangulation not only confirms findings from different sources but also offers a more nuanced understanding of the problem (Hartiningsih, 2013). In the final stage, the data are analyzed thematically, and the results are compiled into a research report that is expected to contribute to both academic discourse and practical solutions in addressing behavioral and emotional challenges in primary school settings.

The inclusion coordinator selects participants who are in accordance with the research study being discussed. Before carrying out data collection techniques. Students are informed about the information to be explored in the study and are asked to provide consent. the research team follows ethical procedures to explore research data, including the role of students as research participants. three selected students were included and interviewed as participants. researchers are committed to maintaining and respecting participant privacy. Therefore, the research team uses a separate code in informing the characteristics of the participants used in this research.

Validation of the data used is in the form of technical triangulation and source triangulation. Meanwhile, the data analysis technique uses interactive data analysis which uses reduction, display, and conclusion stages. This reduction stage shows that not all recorded activities are used as data to be displayed, but only centralized data can be used.

Based on the results of interviews and observations in Table 1 and Table 2 below, it is known that at SD Muhammadiyah Alam Surya Mentari there are children with special needs who experience ASD (Autistic Spectrum Disorder) and Attention Deficit Hyperactivity Disorder (ADHD) as well as several ordinary children with behavioral and emotional problems. Some children usually show behavior and emotions that refer to children with special needs, but based on this table it cannot be confirmed because elementary school-age children are still at an age who prefer to play, are hyperactive, and move a lot. Thus, elementary school-age children who are naughty, aggressive, and disobedient do not necessarily need special treatment like student with special need (ABK). However, a big role is needed for the environment. Teachers, parents, and people around them need to provide appropriate education and guidance so that in the future the disorder does not become worse.

Symptoms or characteristics seen in children with behavioral and emotional disorders include (1) ASD (Autistic Spectrum Disorder), namely having stereotyped movements, being busy with their world, and low communication skills; (2) Anxiety, namely lack of confidence, closed off, and rushing when doing something; (3) ADHD (Attention Deficit Hyperactivity Disorder), namely difficult to regulate, emotionally unstable and hyperactive. The factors that cause these disorders generally come from family, hereditary, and environmental factors. To handle the solution, the ABK children themselves have their own Special Guidance Teachers (GPK) and the school has provided the therapy needed by children who have special disorders as mentioned (Ratih et al., 2021). Meanwhile, regular children can get guidance services from their respective class teachers.

Based on Table 2, it can be concluded that children with Autism Spectrum Disorder (ASD), Anxiety, and Attention Deficit Hyperactivity Disorder (ADHD) tend to exhibit challenging behaviors, particularly in aspects related to verbal communication, social interaction, emotional regulation, and concentration. These difficulties often affect their ability to participate effectively in learning activities and interact positively with peers and teachers. In response, the school implements various targeted interventions and therapies designed to minimize these deficiencies (Umi, 2017) . Among the strategies applied are speech therapy, occupational therapy, and physiotherapy, each of which is carefully tailored to meet the specific developmental needs of every child.

Based on Table, shows aspects of the difficulties of children with special needs at SD Muhammadiyah Surya Mentari Surakarta including verbal communication, social interaction, stereotypes, behavior that is sometimes destructive, and hyperactivity that is difficult to control. This observed behavior can of course be observed throughout the child's activity process at school.

One of the students at SD Muhammadiyah Alam Surya Mentari has ASD. F has autism which causes him difficulty in communicating and interacting socially. But on the other hand, his academic abilities are good. Based on the data collected, F was born as a crew member because his mother gave birth at an old age. Meanwhile, in observation activities, it was found that F had characteristics such as making stereotypical movements, being busy with his world, and lacking communication skills. In terms of behavioral and emotional problems, it shows that F finds it difficult to express his desires so he will cry when he wants something. As for F's behavior, it is still difficult to manage and difficult to direct him not to behave in a bad way.

The results of the study showed that student with ASD and ADHD and Anxiety Disorders have various characteristics that lead to obstacles in social emotional behavior in the form of: stereotypical movements, difficulty focusing, difficulty interacting socially, often rushing, difficulty communicating with people, like to talk to themselves and repeat sentences spoken by the other person, laugh easily and get angry easily for no reason, and dislike crowds. These results are in line with research proposed by (Widiningtyas, 2012) that Autism is a complex developmental disorder. Autism Spectrum Disorder (ASD) can be seen in a child's lack of ability in social interaction, communication, and repetitive behavior (Ballerina, 2017). ASD is a neurodevelopmental disorder condition is characterized by difficulties in social interaction, and social communication, and restricted and repetitive behavioral patterns from a young age (Milner et al., 2019), (Silvia et al., 2017).

ASD children are children with very complex developmental disorders, including behavioral disorders, interaction disorders, and developmental disorders that affect language and social interactions which can be seen clearly before the child is 3 years old so that the child's performance can be reduced influence (Irvan, 2016). ASD children are children who experience complex mental development disorders because there are three aspects of failure in social interaction skills, social communication, and behavior (limited and repetitive) (Rahmatika, 2019). This cannot be cured, but the behavior can be minimized with the existence of guidance services. optimal. Autism Spectrum Disorder (ASD) is a person who experiences a lifelong disability that affects communication and understanding of social cues to (Leo, 2015). ASD is a neurodevelopmental disorder where the condition is characterized by difficulties in social interaction, social communication, and restricted and repetitive behavioral patterns from a young age (Milner et al., 2019). have the characteristics described by to (Paternotte & B, 2013) including difficulty in focusing attention on both what is interesting to the child and what is not interesting.

These results are in line with (Anisah, 2015) who states that this group of delinquent children is often referred to as children who are "too inhibited". With behavioral characteristics such as being shy, self-conscious, anxious, lonely, sensitive, having difficulty socializing with friends, being very dependent, and suffering from depression. R comes from a rich family, where they are too protected and pampered, so they cannot adapt to an environment that demands something from them, such as social responsibility, religion, culture, etc. Conduct Disorder is the inability to control oneself, these types of behavior include destroying other people's things, fighting, being arrogant, cruel, speaking harshly, etc (Anisah, 2015). This is also in line with (Aprilia et al., 2020) that CD children are children who experience behavioral disorders where the child does things that are considered unnatural in society, such as fighting, bullying, hitting, and so on.

Anxiety or what is usually called anxiety is often interpreted as a mental illness or psychological disorder. Anxiety is a normal emotional symptom. (Saswono & Wu, 2021) state that anxiety is a combination of emotions such as fear, sadness, anger, shame, guilt, and joy that come together. These disorders are generally characterized by fear and worry about being rejected by the surrounding social environment (Sitompul et al., 2021). Individuals who experience anxiety are not only afraid but also embarrassed to do the things they want because of the fear of not being accepted by those around them. (Anisah, 2015)(Travelancya & Sa’adatul Ula, 2022) states that Anxiety Withdrawal/Personality Problem is a type of disorder in the form of unclear, unreasonable worries and anxieties or self-limiting personal characteristics that result in disrupted interactions with other people. Behaviors that stand out in this child include: shy, anxious, easily behaved, easily confused, closed, etc. In line with the research that has been described, this problem/symptom was found in one of the children in class 1 of Muhammadiyah Surya Mentari Elementary School, where the child limited himself in social interactions, then lacked confidence and was closed, then showed a hasty attitude when doing something. T has difficulty managing his emotions. He has an anxiety disorder that interferes with his social interactions with the surrounding environment.

These results are in line with research conducted (Khotijah, 2014), children with "Attention Deficit Hyperactivity Disorder" (ADHD) are defined as children who have difficulty concentrating on receiving lessons from their teachers, especially the inability to focus and pay attention to one thing. Meanwhile ((Putra, 2021);(Minsih et al., 2024-05);(Widiastuti, 2024) said that ADHD is a developmental disorder and motor improvement in children that can last until the child grows up. Thus, it is in line with the opinion of (Hartiningsih, 2013)(Minsih et al., 2024-05) that ADHD is a syndrome that appears in children characterized by difficulty being quiet (hyperactivity), difficulty concentrating (inattention), being at will (impulsiveness), and other behaviors that can hinder their activities. which in general can interfere with the learning process and academic achievement (Latifa et al., 2017). Behaviors that are characteristic of ADHD that can be seen include acting carelessly or carelessly, easily obeying, not remembering school lessons and homework, having difficulty doing assignments at school and home, having difficulty listening, having difficulty carrying out commands, often daydreaming, often accidentally speaking frankly, children have low patience, like to make noise, are complicated when speaking, like to interfere and interrupt conversations (Khotijah, 2014). They also cannot remain silent and cannot remain calm (Hartiningsih, 2013).

Autism Spectrum Disorder (ASD) children are children with very complex developmental disorders, including behavioral disorders, interaction disorders, and developmental disorders that affect language and social interactions which can be seen clearly before the child is 3 years old so that the child's performance can be reduced. İnfluence (Silvia et al., 2017) (Lord et al., 2020). Physically, autistic children are no different from other children in general, the characteristics of disorders in autistic children can be seen from infancy.

The following are the characteristics of autistic children's disorders, including; (1) insensitive to other people, (2) stereotyped/repetitive movements such as twisting hands, swaying, and turning, (3) moving away from other people's sight, (4) consistency in habits, ( 5) abnormal and ritualistic behavior/attitudes (Smith, 2013). Other characteristics related to Autism Spectrum Disorder (ASD) are repetitive and stereotyped activities as well as resistance to the environment, daily activities, and unnatural responses to sensory sensitivity (Silvia et al., 2017). According to (Jamila, 2008) there are six characteristics of autistic children, including (1) sensory disorders, (2) communication, (3) behavioral behavior, (4) social interaction, (5) playing patterns, and (6) emotions.

In line with research put forward by Powers in (Azzahid et al., 2022) that there are six characteristics of children with autism, namely; (1) social interaction, such as playing alone and lack of eye contact, (2) communication, slow speaking and likes to parrot, (3) sensory disturbances, lack of response to pain, (4) behavior, hyperactivity or hypoactivity, repetitive movements, (5) emotions, laughing alone, getting angry, (6) playing patterns, likes rotating objects such as fans.

Emotional disorders are described as a lack of coordination and behavior that does not conform to the environmental and social

norms of the relevant age group, causing harm to oneself and others (Mirnawati & Amka, 2019). Children with socio-emotional behavior disorders have characteristics of emotional and social dysfunction, namely: 1) Uncomfortable relationships between family members, playmates, and school children. 2) They don't want to communicate and become isolated. 3) Likes to avoid tasks. 4) Crying, disappointing, lying, cheating, stealing, hurting and vice versa, wanting praise, always independent 5) Timid, not confident 6) Lacking initiative and responsibility, lacking courage, very dependent on others 7) Aggressive, suspicious, daydreaming indifferent and egocentric 8) People who exhibit nervous behavior such as nail biting.

This is in line with the findings of to (Asizah, 2015) . that inappropriate behavior that is commonly found in the daily lives of children and adolescents is behavior that is negative both verbally and non-verbally, such as throwing tantrums, demanding attention, disobeying, fighting back, carrying out aggressiveness which can be endangering yourself or others, stealing, lying, and other disruptive behavior. There are various forms of disruptive behavior and their meaning is broad(Lord et al., 2020).

Providing treatment or assistance that will be given to children is not only based on grouping and so on, (Sunardi & Sunaryo, 2007) state that there needs to be an initial understanding regarding the child's objective condition, through assessment activities in providing services. Without this, planning service programs so that they can be carried out systematically, concretely, and relevant to the child's objective conditions will be difficult. (Utami, 2014) defines assessment as a process of collecting data on individual students to see their level of ability, and the difficulties they experience so that they can determine what students need. This supports the results of research at SD Muhammadiyah Alam Surya Mentari that in finding out behavioral and emotional problems in children, teachers first carry out observations and assessments of each child to find out the problems and what efforts are being made to overcome these problems.

Elementary school children tend to be hyperactive and impulsive, but these behaviors can still be tolerated as manifestations of their age. Some forms of behavior and emotions shown by children indicate disorders that require special services or guidance. The results of the study above show that students with ASD and ADHD and Anxiety Disorders have various characteristics that lead to obstacles in social emotional behavior in the form of: stereotyped movements, difficulty focusing, difficulty interacting socially, often rushing, difficulty communicating with others, like talking to themselves and repeating sentences spoken by the other person, laughing easily and getting angry easily for no reason, and not liking crowds. The implications of this study contribute to subsequent research, in providing appropriate services according to the types of obstacles experienced by students with limited social emotional behavior.The limitations of this study lie in the scope of the study which only focuses on the characteristics of students with social emotional behavior obstacles without any discussion of the appropriate form of service related to these problems.