Many stressful events occur in the lives of children and adolescents which can affect their psychological development as well as their health. This study examines stress in children in the sixth year of school, according to the stress model of Lazarus (1985) in which stress is seen as ?a relationship between the person and the environment that is appraised by the person as relevant to his or her well-being and in which the person?s resources are taxed or exceeded? (Folkman/Lazarus 1985, S. 152, zit. n. Govaerts/Grégoire 2004, S. 262). According to this theory, a person appraises a certain situation to be a stressor (or not), which can lead to symptoms of stress (see Lazarus/Folkman 1986). The focus in this research is on gender and school type as well as the educational background of the parents. Social and school situations pose particular challenges to children. 203 participants were asked about their stress behaviour using a questionnaire comprising stress experience, stress symptomatology (SSK: Lohaus et al. 1996), as well as coping style (SVF-KJ: Hampel et al. 2001). According to this research, girls experience more stress than boys, while the school type appears not to have an effect on the stress levels in the children. Female students more often used positive coping strategies than male students, which indicates positive general coping. At the same time, girls tend more to dwell on their problems than boys. The analysis showed a higher tendency towards physical symptoms of stress among girls. Students of the ?NMS? used positive coping strategies more often than other students. The educational background of the father is a determining factor in the choice of school type. But stress was not correlated with the variance of the individual?s educational background compared to the average educational background of the whole class. Only correlations between the variance of the father?s educational background and the resignation coping strategy were found.