During student development, enriching academic and psychosocial activities in accordance with different educational needs of students is important. This study aims to identify primary school teachers' opinions in Turkey, Czech Republic, Italy, and Germany. The opinions of teachers were investigated and compared on the individual skills, interests, intelligence, and abilities of students in the inclusive education environment with talented and gifted students. Moreover, methods, techniques and strategies they implemented in behavioral management, development and the bonding of the students to each other were analyzed. The study is a descriptive qualitative research. Layered sampling was used from the purpose sampling methods. The study group consisted of 248 elementary school teachers. In data analysis, content analysis was used. To ensure validity and reliability of the study, the coder reliability coefficient, the expert opinion, the confirmability strategy techniques were used. In Czech Republic, Turkey and Italy the teaching dimension for determining the students' interests, abilities and intelligence was emphasized, while Germany the dimensions of co-operation with parents and stakeholders was highlighted. Teachers participating in the development of positive behavior prioritised the communication process, stimulating educational activities in the management of unwanted behavior and the bonding of students with each other. Teachers' educational effectiveness-based responses in relation to the management of students' interests, skills and intelligence, development and behaviour revealed that teachers cannot parse the approaches that correspond to different problem areas. It was observed that there were not enough applications to contribute to the psychosocial development of students with different developmental characteristics.