Children are exposed to various forms of stress from the earliest childhood. The amount of stress starts to increase with going to school and the appearance of grades. Gaining a bad grade can be an extremely stressful situation for a student. The aim and purpose of this paper is to investigate whether there are gender and age differences in dealing strategies due to poor grades. The paper will define stress and the causes of stress, then there will be talks about the signs of stress and how we can recognize stress and what are the sources of stress in students. The paper will highlight the relationship between poor grades and stress in students and will describe strategies for dealing with stress. Special emphasis will be placed on the strategies examined by the questionnaire, which are: problem solving, emotional reactions, forgetting, social support and self-blame. The paper will also examine students' perceptions of parental reactions to their poor grades. The research confirmed a hypothesis that claims that there are gender and age differences in dealing with stress due to poor grades. Also, research has shown that students most often use the strategy of correcting grades or solving problems, and least often the strategy of emotional reaction or anger.