ABSTRACT The classroom environment is a multidimensional learning ecosystem that shapes not only students’ academic skills but also their social-emotional development, behavior management abilities, and self-regulation capacities. Increasing student diversity, crowded classrooms, high academic expectations, and the abundance of environmental stimuli in today’s educational settings may lead to various challenges in students’ emotional and behavioral regulation. In this context, classroom management must be approached not merely from a discipline-centered perspective but through a holistic lens that considers students’ emotional needs. “Quiet corners,” which have become increasingly common in modern learning environments, stand out as innovative arrangements that address this need. Quiet corners provide students with a micro-space within the classroom where they can briefly withdraw—without fully disconnecting from the learning environment—to regain control during moments of intense emotional arousal or distraction. In models such as Montessori, Reggio Emilia, and Social-Emotional Learning (SEL), these physical spaces have long been used to support students in recognizing their emotions, regulating them, and directing their behaviors more consciously. This approach offers a positive pedagogical perspective that focuses on the emotional needs underlying student behavior, rather than the punitive orientation of traditional discipline methods. International literature reports that quiet corners enhance emotional regulation, reduce classroom problem behaviors, and increase students’ readiness to return to learning. However, in Türkiye, studies investigating the theoretical and practical dimensions of quiet corner practices remain extremely limited. This highlights the need for educational practices that support students’ self-regulation skills and calls for a more comprehensive examination of the pedagogical value of quiet corners. This study aims to address this gap in literature by examining the role of quiet corners in classroom regulation processes within a theoretical and applied framework. Keywords: Quiet Corners, Student Regulation, Emotional Regulation, Behavior Management, Social-Emotional Learning.