Children’s acceptability of Safe Place , a universal school-based stress management programme: a qualitative study

School-based stress management programmes are increasingly implemented to support children’s mental health, yet limited research has examined how such interventions are experienced and evaluated by children. Intervention acceptability is a key outcome, particularly for universal programmes delivered within compulsory school settings. This qualitative study explored children’s acceptability of Safe Place, a universal school-based stress management programme delivered by school psychologists in Germany. Four focus groups were conducted with 21 children aged 9–11 years, analysed using thematic analysis and interpreted in light of the Theoretical Framework of Acceptability. Overall, Safe Place was perceived as acceptable, while children’s accounts revealed a nuanced pattern of both positive and challenging experiences across multiple dimensions. Themes reflected children’s emotional responses to the programme, their understanding of its purpose and content, perceived effort associated with participation, and sensitivity to contextual trade-offs within the school day. Perceptions of the programme’s usefulness and children’s confidence in applying stress-management strategies varied across individuals and situations. Ethical considerations, particularly comfort, voluntariness, and feeling safe, also emerged as important. In addition, children highlighted social and relational effects at the class level and provided suggestions for improving programme delivery.