This study explores teachers' perspectives on mandala coloring as a therapeutic tool for middle grades students with disruptive behavior disorders (DBDs). Employing an explanatory sequential mixed-methods design, the research first conducted qualitative interviews with ten experienced teachers, followed by teachers' quantitative assessments of 60 students with DBDs. Key findings from teachers' observations revealed that all students favored resistive media; 77% maintained boundaries, 60% colored from the inside out, and 73% used dark colors. Teachers reported that these coloring activities provided insights into students' behavioral patterns and coloring techniques. The study suggests that mandala coloring can serve as both an observational tool and a structured activity for students with DBDs in classroom settings. By bridging art therapy with educational practices, this research offers teachers a novel approach to observing and potentially supporting students with DBDs. The findings highlight the potential of incorporating mandala coloring into classroom practices for managing disruptive behaviors and enhancing emotional regulation. However, further research is needed to explore the effectiveness of integrating such therapeutic art activities into regular classroom routines and its long-term impact on students with DBDs.