The purpose of this qualitative descriptive study was to explore how elementary school teachers in Germany described their experience with movement method with respect to students' mental health and stress levels. The theoretical framework was Ryan and Deci's self-determination theory. The two research questions were: How did elementary school teachers describe their experience with movement method with respect to their student's mental health, and how did elementary school teachers describe their experience with movement method with respect to their student's stress level? The sample included 20 teachers, 13 of whom participated in the interview and focus group, and were trained in movement method 1 and 2, implemented at least one of the six stages at an elementary school in Germany. Braun and Clarke's 2021 six step reflective thematic analysis were used to identify five themes: Animal interventions (26 codes), inclusion and autism (61 codes), movement and physical activity (218 codes), mental health (337 codes) and environment (351 codes). Participants reported that movement method was useful for stress reduction, for inclusion, and students' mental health. These findings from the study should lead to the implementation of movement method as an effective, innovative strategy to improve student stress reduction and mental health. More research is needed on the impact of the individual stages of movement method stages on student well-being as well as the impact on teacher well-being and reduction of burnout. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]