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Introduction One major stressor of adolescents relates to the pressure students perceive from their parents accompanied by high academic expectations, while in contrast parental support is related to low levels of stress. However, it is not clear whether the perceived parental pressure and support contribute to a change in students’ stress level from early to middle adolescence and if there are differences among students from low vs. high track schools. Methods Thus, based on the conservation of resources theory, this two‐wave study examined the role of perceived maternal and paternal pressure and support for students’ general stress level from grades 8 to 9 among students attending high‐ and low‐track schools by applying multigroup multilevel latent change modeling based on data from 1088 8th grade students (M Age = 13.70, SD = 0.53, 53.9% girls at Time 1). Results Results indicate that the general stress level from early to middle adolescence increases for students from low‐track schools only. This change increases even more if students from lowtrack schools perceive pressure from their fathers, whereas perceived paternal support dampen the increase of stress. For students from high‐track schools, perceived maternal pressure is positively and maternal support negatively related to students’ stress level in grade 8. Overall, boys tend to report lower stress levels compared to girls. Conclusions The findings of the present study support the conservation of resources theory, as both perceived support and pressure from parents and the educational context predict students’ stress development during adolescence.

Parents, peers, and teachers provide a powerful context for school students’ well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students’ well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (Mage = 13.97, SD = 0.41, 52% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students’ self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.

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