Today, the word stress has become an everyday expression spoken by adults and children. Although unaware of the full meaning of the term, we interpret and feel it in a personal way. Although children may not be fully aware of the meaning of the word stress, they use it in conversation. Often associated with school and school obligations, stress has become part of every student's everyday life since elementary school. Theoretically, the work considers stress from the perspective of students in educational institutions and its cause and origin, but also tries to offer potential solutions. Fatigue and overwork have become the everyday life of primary and secondary school students. The primary goal of this paper is to relate the overload of elementary school students to the experience of stress and to determine the types of coping with stress. We also want to pay attention to the influence of interpersonal relationships on the development of stress in educational institutions. A qualitative research was conducted. 30 elementary school students, 7th and 8th grade, participated in the research. The focus group method was used in order to gain the best possible insight into the views and opinions of the respondents. The research was conducted in the interview type. The interpretation of the research was done through the thematic analysis of focus groups. Inductive thematic analysis determined five themes that summarized the main determinants of stress in the educational process. In the topics, the subcategories that the students pointed out as important causes of stress were determined. At the end, guidelines are offered that guide teachers and pedagogues in order to face the challenges of school stress.