Stress, particularly learning stress, is prevalent among Chinese elementary school children and can lead to severe health and psychological consequences. Unlike adults, these children often lack the self-awareness to recognize their stress levels, particularly in the context of task performance. This deficiency in self-recognition makes it challenging for them to adapt or seek interventions. For further research, we conducted a study involving 87 elementary school children from various cities and counties in China. Through a designed questionnaire, we aimed to understand children’s perceptions of stress and how they react to stress, especially when they are learning. Preliminary findings indicate that visualizing stress could be a promising research direction to enhance children’s self-awareness. Future studies will delve deeper into determining which types of stress displays most effectively aid children in recognizing and positively adjusting their stress during the learning process.