This study was designed to investigate the validity of the stress complexity model (SCM) to teaching and learning of school physics in Abuja municipal area council of Abuja, North. About two hundred students were randomly selected by a simple random sampling technique from some schools within the Abuja municipal area council. A survey research design was used which centered on the students perception only. The data collected were analyzed using Pearson product moment correlation, standard deviation and behavioral complexity model. The findings of the study revealed that psychosocial stress emanating from the classrooms in developing country yields higher negative feedbacks than positive feedbacks.