This report evaluates a project that studied social, physical, and academic stress in the lives of students in an inner-city intermediate school and developed interventions to reduce that stress. Over 242 students, most of whom were from low-income families and almost all of whom were black, participated in the project. The following findings are reported: (1) a committee of parents, teachers, administrators, and project staff approved all research instruments and made recommendations for interventions; (2) the average frequency of stressor events did not change from year to year; (3) high internal consistency was established for four of the five subscales of a project-developed instrument to measure the perceived frequency of stressor events and anticipated reactions to those events; (4) student coping processes were positively related to achievement and the context in which the stressor events occurred, and external locus of control was related to low self-esteem and low achievement; (5) locus of control and the appraisal of stressor events were central to students' cognitions, feelings, and actions; and (6) effective interventions cannot be developed without the active and sustained support of school administration and teachers, many of whom believed that stressor events were beyond control. Case studies of five students are included. Statistical data are presented in six graphs. A list of 37 references is appended. Additional statistical data in 109 tables and six appendixes are contained in an accompanying volume. The tables illustrate the relationship of student perceptions of stress and locus of control to academic achievement and self-esteem. (FM)