We explored the meaning and outcomes of a 4-month program designed to build capacity of school personnel in implementing evidence-based strategies for reducing stress and promoting mental well-being among students in school settings. A one-group (N 93) mixed-methods design using a pretest-posttest survey and qualitative analysis of their written reactions was used to explore the meaning and outcomes of the Calm Moments Cards program.

In order to explore the effectiveness of the Calm Moments Cards program on school personnel's ability to recognize signs of stress and the implementation of embedded strategies to reduce stress and enhance emotional well-being, we conduct a mixed-methods research study using pretest-posttest surveys (assessing knowledge, beliefs, and actions) and qualitative analysis of written reflections about the meaning and use of the Calm Moments Cards. The focus of the intervention is on prevention of stress and anxiety based on situational stressors (e.g. taking a test, completing an assignment) so that students can focus on and succeed in doing their schoolwork. Occupational therapy practitioners oriented school personnel to the signs of stress and the use of the 17 Calm Moments Cards using a 1 hour inservice. This was followed by informal coaching to foster implementation.

Inclusion Criteria:

• School personnel representing teachers, related service providers and para-educators working with elementary students in schools

Exclusion Criteria:

• School personnel who were informed of but declined to participate in the study