This phenomenological study explored how elementary teachers and parents in Asuncion District experience building teacher‑learner connections in overcrowded, resource‑constrained classrooms. Ten participants (five teachers, five parents) from five public elementary schools took part in semi‑structured interviews analyzed using thematic analysis. Six major challenges emerged: overcrowded classrooms, excessive paperwork, teacher absences due to training, student fear of strict teachers, the first‑grading adjustment period, and misuse of the child protection policy, causing teacher hesitancy. Coping strategies included observation, small gestures of praise, flexible approaches, leaving work at school, and seeking support from colleagues, advisers, and parents. Proposed policy enhancements were reducing class sizes, limiting paperwork, scheduling trainings on non‑school days, providing emotional connection training, clarifying child protection guidelines, and organizing more parent‑teacher activities. Recommendations encourage the Department of Education to enforce “no disruption of classes,” offer safe harbor provisions for teachers, and institutionalize parent‑teacher partnerships as essential for connection‑building.