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ABSTRACT Background: The COVID-19 pandemic led to widespread psychological distress among children, influenced by prolonged social isolation, fear of infection, and disrupted schooling. These factors heightened anxiety and contributed to school phobia among students. Stressors such as domestic violence, limited access to online education, poverty, and poor living conditions intensified emotional vulnerability during the pandemic This situation created an essential need for structured educational interventions to support students' mental well-being. Aim: To assess the effectiveness of a Structured Teaching Programme on knowledge and attitude regarding school phobia during COVID-19 among school students of selected government and non-government schools in Jaipur, Rajasthan. Methods: A quantitative, pre-experimental one-group pre-test post-test research design was used to evaluate the effect of the Structured Teaching Programme. Tools included a structured knowledge questionnaire and a 25-item attitude assessment scale that measured fear of COVID-19, mask-related difficulties, social isolation, transportation anxiety, and other distress responses among students. Pre- and post-intervention data were analyzed using descriptive and inferential statistics. Results: Pre-test findings showed inadequate and highly variable knowledge levels, as reflected in standard deviations of 4.56 (government schools) and 6.26 (non-government schools) . Post-test scores demonstrated significant improvement, with SD values increasing to 5.21 and 6.45, indicating enhanced conceptual understanding. The effectiveness of the Structured Teaching Programme was confirmed by significant t-values of 11.24 and 12.10 (p < 0.05) across both groups. Attitude scores also showed substantial improvement, with post-test means decreasing from the pre-test range of 82-84 to 43-48, reflecting reduced school-related fear during COVID-19. Conclusion:The Structured Teaching Programme was effective in improving both knowledge and attitude regarding school phobia during COVID-19 among school students. The findings highlight the importance of structured educational interventions in reducing fear, correcting misconceptions, and supporting students' psychological adaptation during health crises.