Problem: Article explores the understanding of stress in middle childhood children, particularly in a supportive learning environment. The study uses a phenomenological approach to understand the nature of stress and its impact on children's perception, response, and coping strategies. The research was conducted in a large public school in the southwestern United States, which serves approximately 550 students in grades K-6. The study found that by third grade, students are already aware of stress and its impact on their learning and social interactions. They perceive stress as a strain, both emotionally and physiologically, and generally view it negatively. The study also found that students can link stress to its negative impact on their learning, performance, self-efficacy, desire to learn, focus, and peer interactions. This suggests that by third grade, some children may have already formed ideas about the nature of stress and how it gives rise to negative thoughts, feelings, and actions at school. The study emphasizes the importance of educators and school practitioners in providing emotional or spiritual support to students, as they can serve as a conduit for young people to voice their concerns. However, the study acknowledges its limitations, such as the inability to make causal claims between stressors and coping methods and the fact that the findings are based on a small, homogenous sample. The study concludes that even in supportive learning environments, children experience daily stressors ranging from academic challenges to interpersonal conflicts. Future research should focus on understanding the role of pastoral care in supporting young students in understanding and managing stress. Do you think that if children had longer periods of time during the school day to have break specifically to help calm and destress them that it would lower the amount of stress they face daily in a learning environment?