The role of gender and age in the relations between children's school adjustment and negative stress was studied in a sample of 60 fifth and 61 seventh graders. Maladjustment and competence in the school setting were indicated by the Teacher-Child Rating Scale. Negative stress was measured by the amount of negative change reported by the child on the Life Events Checklist. Results indicated that, in the context of high stress, boys, relative to girls, were rated as more maladjusted but not as engaged in more acting out. Some support was found for the hypothesis that early adolescents are more likely than younger children to be rated as less competent in relation to more stress. Results suggest that gender is more central than developmental state in the relation between children's stress and school adjustment. Some implications for teachers and school counselors are discussed.
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