Learning stress is a prevalent issue among secondary school students, significantly affecting their academic performance and psychological well-being. This study examines the interplay between intelligence, personality traits, and learning stress among students from two major educational boards in India: CBSE and UP Board. Intelligence, often associated with cognitive adaptability and problem-solving skills, was analyzed in relation to its potential to buffer or exacerbate stress levels. Personality dimensions, including psychoticism, extraversion, and neuroticism, were explored for their role in shaping stress responses, revealing positive correlations between psychoticism and neuroticism with stress, and a negative correlation for extraversion. Additionally, the influence of the learning environment, including factors such as cohesiveness, goal orientation, and speed of instruction, was studied to identify key stressors and their differential impact across genders. The findings highlight the importance of personalized interventions and gender-sensitive strategies in managing learning stress, emphasizing the need for integrated approaches that address both cognitive and emotional factors. This research provides valuable insights for educators and policymakers to design supportive and inclusive educational frameworks aimed at improving student outcomes.