Homeroom Teachers and Their Role in Addressing Students' Needs

Drawing on self‐determination theory (SDT), this qualitative study examines elementary homeroom teachers' beliefs and values, and how they perceive their role in addressing students' needs. Based on 18 semi‐structured interviews with 15 homeroom teachers from five schools participating in the Purple School program in Israel, this study uncovers teachers' deep commitment to fostering supportive learning environments. Key findings indicate that while teachers are dedicated to their students' holistic development, they face significant challenges such as stress, time constraints, and large class sizes, which limit their ability to provide individualized support. In addition, they focus mainly on their relationships with students and devote less attention to addressing competence and autonomy needs. While homeroom teachers want to support their students' development and thriving, they express uncertainty about how specific strategies, practices, skills, and tools can address those needs. Despite these challenges, incorporating mindfulness practices enhances their wellbeing and classroom management. The study underscores the importance of systemic support to alleviate pressure on teachers and foster their autonomy, competence, and mindfulness to promote a nurturing educational experience for both teachers and students. The findings emphasize the importance of nurturing students' three psychological needs—relatedness, competence, and autonomy—and providing teachers with specific strategies to address these needs effectively.