Schools in the areas afflicted by an earthquake disaster of unprecedented scale, already faced with the challenge of simply carrying out regular school education, also struggled with the problem of how to ensure the necessary psychological care for the damaged children. With regard to this, I undertook school support based on the following policies: 1. to enrich class management so as to provide a "safe-feeling environment" through overall support of the class group; 2. to grasp the support level of individual students in the class through regular assessments including survey methods, and adjust the support level as needed. In classes in good condition, results showed a significant decrease in students' stress, and it was considered that an effect similar to the group approach took place through life and activity experiences in the Japanese class group. (Contains 2 charts, 3 figures and 4 notes.)