The object of this study was to develop a class stress-management programme which would help children to develop a broader coping repertoire. First a problem analysis was conducted to determine the need for the programme. Next, the programme was developed, using the five steps of intervention mapping (im) as a guide: 1) formulating proximal programme objectives, 2) selecting methods and strategies, 3) producing programme components, 4) planning for adoption and implementation and 5) planning for evaluation. A multidisciplinary group of researchers, health care workers, teachers and fifthand sixth-formers from a primary school were closely involved during all stages of the development process. The final programme is based on therapeutic principles derived from behavioural and cognitive therapy, combined with methods of information-processing principles. The programme was conducted by teachers who had been trained in the programme and who integrated it into their curriculum. The programme was evaluated positively by both teachers and pupils.we conclude that the framework of im contributed to the development and implementation of a qualitative, sound programme.