The Covid-19 pandemic's rapid transition to online learning significantly increased stress among school-age children, affecting their academic performance and emotional well-being. This pre-experimental study aimed to assess the effectiveness of art therapy in reducing stress among 50 school-age children attending online classes in a selected community of Bengaluru. Data were collected using a structured socio-demographic questionnaire and a stress rating scale adapted for children. Baseline stress levels were found to be high (mean: 27.18 ± 7.31). After implementing seven days of structured art therapy interventions (30-40 minutes daily), post-test results showed a substantial stress reduction (mean: 13.16 ± 4.45). The statistical analysis using a paired t-test confirmed that this reduction was highly significant (t=14.88, p<0.001). No significant associations were found between pre-intervention stress levels and various sociodemographic variables. The findings clearly demonstrate that art therapy is an effective, feasible, and non-pharmacological intervention for reducing stress in children engaged in online learning, highlighting its significant potential for integration into school health programmes and community mental health initiatives. The authors are: 1. Assistant Professor, SRIMSH, Jhalwa Prayagraj (UP); 2. Head, Department, Child Health Nursing at Dr BR Ambedkar Institute of Nursing, Bengaluru (Karnataka). Key words: Art therapy, Stress among school children, Non-pharmaco