Twenty-five-year-old inner-city students acquiring their high school diploma via an online forum experience stress. The research question is: How do faculty develop effective strategies to help online adult students mitigate stressors (from curriculum or technology)? The conceptual framework used in this research aligns with both the wellness theory that discusses how educators develop procedures and the self-regulatory learning theory that discusses factors related to student achievements. The reasoning for the research was the visible gap regarding stress in an online forum. The research utilized 12 participants from the nonprofit. Members of the nonprofit agree that students experience different stressors based on either technology or content; therefore, the director of the nonprofit implemented planning, design, implementation, and pedagogy in developing their strategies.