Anger is a universal emotion, with adaptive functions, activated in response to stressful and life-threatening events. Increased levels of anger have been observed in children and adolescents with disabilities. The aim of the present study was to investigate the perceptions of school-aged children with special educational needs about how they understand, experience, recognize (in themselves and others) and express anger. Qualitative methodology was chosen and semi-structured interviews were conducted with ten students who carry a certificate from the Centre for Interdisciplinary Assessment of Counselling and Support and attend special education settings. Data were processed using the thematic analysis method. The application of the results to the design of psycho-educational interventions for children with disabilities is discussed.