The purpose of this study is to examine the psychosocial needs of primary school students with various variables, based on the views of class teachers. In this study, a semi-structured interview technique, one of the qualitative research techniques, was used. The sample group consists of 799 elementary school students who are educated in Cevdet Şamikoğlu Primary School in Kağıthane district of İstanbul province in 2017-2018 Spring Semester. 319 (39.9%) were in the second, 213 (26.7%) were in the third and 267 (33.4%) were studying in the fourth grade of the primary school students who participated in the research. 416 (52.1%) of the students were female and 383 (47.9%) were male. In terms of overall academic achievement, grade teachers assessed 54 students (6.8%) as poor, 140 (17.5%) as moderate, 199 (24.9%) as good and 406 (50.8%) as good. According to the opinions of the class teachers, the primary school students participating in the research; 757 (94.7%) do not need special education while 42 (5.3%) have such a need. Of the 767 (96%) patients, 32 (32%) had no permanent (persistent) disease. Of the 793 patients (92.2%), 6 had no major accident (0.08%). Of the 751 (94%) there were no language and speech limitations or problems, while 48 (6%) were. 797 (99.7%) had no hearing limit or problem and 2 (.03%) were. 768 (96.1%) have no visual limitations or problems and 31 (3.9%) have. While it is generally compatible with the physical characteristics of 787 (98.5%) of the students, it is not 12 (1.5%). 790 (98.9%) had a problem with 9 of them (1.1%) who had received a reading-sleep. 770 (96.4%) were regularly and healthily fed in general and 20 (3.6%) were in this problem. 705 (88.2%) were successful in their courses in general but 94 (11.8%) were not. 751 (94%) were interested in classroom educational activities, while 48 (6%) were not interested in these activities. While 705 (88.2%) attention was generally normal, 94 (11.8%) were experiencing attention problems. While 694 (86.9%) had sufficient motivation, 105 (14.1%) had problems in this subject. 674 (84.4%) were able to work efficiently and 125 (15.6%) did not know enough about efficient working methods. 785 (98.2%) were on a regular basis while 14 (1.8%) did not attend regularly. 734 (91.9%) can express themselves in general and 69 (8.1%) can not express themselves in a healthy way. 706 (88.4%) were satisfied with their self-confidence while 93 (11.6%) were having problems. 775 (97%) have no object or person dependency while 24 (3%) have. Of the 789 (98.7%), 10 (1.3%) were afraid to develop fear against the reading. 754 (94.4%) participated in cultural, artistic and sports activities while 45 (5.6%) did not participate. 757 (94.7%) were not able to behave like peer or cyber bullying and 42 (5.3%) showed such behaviors. Of these, 766 (95.9%) were exposed to such bullying, while 33 (4.1%) were not exposed to bullying or bulimia. 747 (93.5%) can use media or technological tools appropriately for their purposes, while 52 (6.5%) can not use these tools for their purposes. 463 (5.8%) were affected while 753 (94.2%) were not adversely affected by their socio-economic and cultural differences. Of the 759 (95%), there are 40 (5%) while there is no family situation that would negatively affect.

Primary school students, psycho-social needs, classroom teachers