Education of students has always been the focus of experts and experts. In fact, in order to create a suitable platform for having a healthy and dynamic society, special attention should be paid to education. The purpose of this research was to determine the relationship between academic progress and stress of the third middle school students of Dana city. The statistical population of the research included 100 male and female students of the third middle school of Dana city in the academic year of 1400. The research method was a descriptive survey and the data collection tool was the Perceived Stress Questionnaire-14 (PSS-14) by Cohen, Kamark and Mermelstein (1983) and students' subscores. The data was analyzed using the statistical methods of Pearson's correlation coefficient and multiple regression. The results of the research showed that stress has a significant relationship with the academic progress of students. Based on this finding, we conclude that stress and academic progress are completely interdependent.