<![CDATA[This study aims to analyze the strategies for planning, implementing, and evaluating anti-stress programs in SD IT BIAS in the context of schools with a full learning system that are vulnerable to students' academic pressure. The research uses a qualitative approach with a case study design to deeply understand the dynamics of school management in managing students' mental well-being. Data was collected through in-depth interviews, participatory observations, and documentation studies involving principals, teachers, parents, and students, then analyzed using Miles and Huberman's interactive model through data reduction, data presentation, and repeated conclusion drawn. The results of the study showed that program planning was carried out based on the identification of students' psychological needs, integrated implementation in school culture through academic, spiritual, and emotional support approaches, and evaluation was carried out in a reflective and participatory manner with indicators of behavior change as a benchmark for success. These findings confirm that anti-stress management is not just an additional intervention, but an integral part of well-being-based school governance. The implications of the study emphasize the importance of participatory leadership and school parent collaboration in creating a supportive and sustainable learning environment.]]>
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