According to two policy reports, students who attend high achieving schools (HAS) are recognized as an at-risk population due to the high levels of stress and constant pressure to achieve (Geisz & Nakashian, 2018; NASEM, 2019). HAS are ranked among the top four at-risk environments for children following poverty, trauma, and discrimination, and students who attend them experience similar vulnerabilities to those who have experienced foster care, poverty, immigration, and incarcerated parents. Although research on students who attend HAS has grown in recent years, less is known about their perspectives and the ways in which they cope in an achievement orientated school culture. The purpose of this study was to learn about students' experiences in high achieving schools (HAS) and understand specifically, what school resources helped them cope despite the pressures and challenges commonly found in these school contexts. The findings suggest that school belonging is an important protective factor for students, specifically, when students feel supported by their teachers. This study also highlights inequities for an underserved population in HAS--those who struggle academically and feel they do not belong in highly competitive academic settings. To better support student mental health, school leaders in high achieving school districts must implement policies and practices geared toward targeting these students who are especially vulnerable and train teachers in implementing research based equitable and inclusive teaching practices. [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.]