Academic failure is one of the most important issues in educational systems and there are several attempts held to prevent such issues. In this paper, we study the relationship between school connection and academic failure among some high schools students in city of Esfahan, Iran during the academic calendar of 2011-2012. The study chooses a sample of 377 students based on clustering sampling technique and using Pearson correlation test as well as stepwise multiple regression technique, the relationship between school connection and academic failure is investigated. The result of Pearson correlation ratio indicates that there is meaningful relationship between these two components. In addition, the result of regression analysis indicates that 32% of students’ academic failure is determined by this ratio.

The primary objective of this paper is to study the impact of stress on educational school- children who are enrolled in guided schools. Teenagers are normally facing with stress and feelings and when the level of stress increases, they may face with problems, which would become more serious as they get older. In this study, we perform a standard stress relief program (CS-R Coping With Stress-Revised) and try to reduce the burden of stress among 1240 students who attended guided schools. We split the people into two groups of experiment and witness and performed the study among one group. Before the exam, there was no meaningful difference between their average markings but after performing the exam, the average marking of the experienced students was increase by 0.53. The results clearly indicate that it is possible to make significant change on students & apos; personal characteristics.