School social workers support the social, emotional, behavioral, and academic needs of students (Rones & Hoagwood, 2000; School Social Work Association of America, 2021) by providing mental health supports, trauma informed care, behavioral interventions, social emotional learning, and crisis interventions (Capuzzi & Gross, 2020; Center for Mental Health in Schools at UCLA, 2005; Finigan-Carr & Shaia, 2018). Research shows that in general, helping professionals are vulnerable to burnout from high levels of stress (Ben-Zur & Michael, 2007; Cummings et al., 2020; Moran & Hughes, 2006; Tummers et al., 2015). There is no research that currently explores what adaptive coping school social workers use, nor what supports they need in their work environment. In fact, in general, there is a lack of research on coping strategies at work (Bliese et al., 2017; Zhang et al., 2019) especially those that are adaptive (Hasselle et al., 2019). To examine how coping resources affect perceived stress in school social workers at work, this study will apply the transactional theory of stress and coping, which has been used and supported in research. This correlational study investigated the perceived stress levels, adaptive personal coping, and workplace coping resources of school social workers to inform schools on how they can support their healers with coping with workplace stress. Keywords: school social work, stress, coping, transactional theory of stress and coping. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]