Background and Objective: Perceived stress in primary-school children may be reflected in emotional, behavioral, attentional, participatory, and somatic changes. This action research aimed to identify stress-related signs and situations among third-grade students and evaluate classroom-based strategies for reducing those signs. Method: The study was conducted with 30 students in Class A at Haj Rahim Khalesi Elementary School, District 4, Shiraz. According to the researcher’s documentation, the intervention period extended from 20 Bahman 1404 to 30 Ordibehesht 1405 and included six major intervention phases with repeated classroom practices. Data were collected through structured observation, a reconstructed five-point observational checklist based on the researcher’s recorded indicators, semi-structured interviews with 14 students, and initial and final interviews with 12 parents; interviews continued until informational saturation. Results: At baseline, 15 of 30 students (50%) were identified as showing notable stress-related signs in the classroom observation summary. Following the intervention, this figure decreased to 6 of 30 students (20%), representing a 30-percentage-point absolute decrease and a 60% relative decrease in this descriptive indicator. Qualitative evidence also suggested reduced restlessness, withdrawal, and irritability, alongside improved concentration, classroom participation, perceived safety, and self-confidence.
Conclusion: A supportive, participatory, and multi-component classroom approach appeared useful for reducing observable stress-related signs. Because the study did not use a standardized diagnostic measure or a comparison group, findings should be interpreted descriptively and contextually.