During the online learning set-up, students have experienced diverse stressors and coping mechanisms that influence their academic performance. The main focus of this study is to assess the relationship between stressors to the academic performance of the students. As stress-coping mechanism achieves balance, their correlation to academic performance is also evaluated. A quantitative case study research design was used to identify, collect and analyze data from 81 selected CSI Senior High School STEM students that were willing to participate in the study. The findings of the study show that the students’ commonly identified stressors are under the categories of organizational, social, relational, and emotional stressors, while their stress coping mechanisms are mainly adaptive coping mechanisms. In addition, the relationship between both common stressors and common stress-coping mechanisms have very weak correlation to the students' average academic performance, meaning the variables have little to no relationship to the average (range of 95-99 general weighted average) academic performance of the respondents. Lastly, this study highlights the common identified stressors and stress-coping mechanisms and their relationship to the students’ academic performance to contribute in improving online learning curriculum and environment. Hence, to also create relevant interventions, actions, and programs to reduce the negative effects of stressors and stress-coping mechanisms towards maintaining academic success.