Psychosocial stress on interpersonal relationships with friends and academic achievement is considered a cause of psychosomatic and behavioral problems among school aged children. Based on the facts and research of psychosocial stress related to the school life of elementary school children, a classroom-based mental health education program was developed to manage and prevent this stress. The objective of this study is to evaluate the impact of this program. The program was implemented by a yogo teacher (school nurse) collaborating with homeroom teachers. Forty-eight (N=48) fifth graders in two classes were enrolled in the study. They completed surveys related to stress before (Time1), after (Time2), and two months after the program (Time3). The program was implemented in one class between Time 1 and Time 2 surveys (intervention group), while at the same time, it was not implemented in the other class (control group). There were not significant differences in the stress responses between Time 1 and Time 2 in both groups. The control group reported significant aggravation in stress responses concerning depressive status from Time 2 to Time 3, but the intervention group did not report significant change. The children in the intervention group responded positively toward understanding themselves and others, being motivated to better handle stress in their own lives, and establishing adequate relationships with friends. In conclusion, it would be useful to involve yogo teacher collaborating with homeroom teacher to implement a mental health education to manage and prevent stress in the school life of elementary school children.
