This collection of chapters presents research focused on emerging strategies, paradigms, and theories on the sources, experiences, and consequences of stress, coping, and prevention pertaining to students, teachers and administrators. Studies analyze data collected through action research, program evaluation, surveys, qualitative interviewing, auto ethnography, and mixed methods gathered from students and educators in the United States, Italy, Holland, Turkey, and Australia. Contents of this book are: (1) Foreword (Kathleen A. Moore); (2) Adolescent Problem Solving Efficacy and Coping Strategy Usage in a Population of Australian Adolescents (Ramon Lewis and Erica Frydenberg); (3) The Best of Coping: Improving Coping Strategies in Italian Adolescents (Lea Ferrari, Laura Nota, Salvatore Soresi and Erica Frydenberg); (4) Yoga as an Anxiety Reducing Technique with Elementary Students (Michael Brooks); (5) Understanding and Addressing Attendance Problems in Urban Schools (Jeffrey J. Wood); (6) Teachers' Stress and Gender Perceptions of Challenging Student Behavior (H.A. Everaert and J.C. van der Wolf); (7) Teacher Occupational Stress in Istanbul (Zeynep Kiziltepe); (8) Teacher Stress and Classroom Structural Characteristics in Elementary Settings (Richard G. Lambert, Christopher McCarthy, Megan O'Donnell, and Lauren Melendres); (9) The Predictive Value of the Job Demands-Resource Model for Elementary Principal Burnout (Julie P. Combs, Sherion H. Jackson, and Stacey L. Edmonson); (10) Identity Fusion or Fission? A Look at How Gay School Administrators Fit their Personal Identities with their Professional Lives (Autumn Tooms and Jason McGlothlin); (11) Dialogical Narrative: A Theoretical Model for Inquiry and Sense Making (Daniel Markoe Miller); and (12) Mixed Methods Research: A New Direction for the Study of Stress and Coping (Anthony J. Onwuegbuzie, Qun G. Jiao, and Kathleen M. T. Collins).