Date of Award

Spring 2021

Document Type


Degree Name

Doctor of Education (EdD)


College of Education


Department of Education

Primary Advisor

Dr. Charles Smith

Second Advisor

Dr. Thomas Gollery

Third Advisor

Dr. Kristin DeWitt


The stresses of high school students, and the variables that add to their stress, have been researched for decades in numerous formats, but many of these studies do not survey the students’ perceptions on various levels. The purpose of this study was to gain data that would give further insight into the stressors and variables about perceptions of academic success from the context of a private high school student. Eighty-two juniors and seniors in private, college-prep high schools were surveyed concerning their perceptions of parents’ views of academic success. The researcher created a quantitative survey that was completed digitally by respondents. Preliminary analyses of a foundational nature were conducted using descriptive and inferential statistical techniques, and data analysis revealed statistical significance for each research question. The respondents showed that they agreed with their parent’s views of academic success, that the students do experience stress in the private high school environment, that “Devotion to Homework” was the most significant perception of academic success, and “Courses Enrolled In” was the greatest predictor of stress. Administrators, teachers, and college counselors will find the implications of this study’s impact on the discussion of navigating student perceptions and stressors in areas of course selection, homework value, and overall variables that threaten the emotional and mental strength of their students.