Towards the end of the elementary school years, children experience increased learning demands and pressure to perform, which can threaten their well-being. However, while parents and teachers are considered the main sources of academic pressure, a systematic comparison of the two has not yet been conducted. Therefore, the article “Comparing parental and school pressure in terms of their relations with students' well-being” by Ruben Kleinkorres, Justine Stang-Rabrig and Nele McElvany examined the relation between those sources of academic pressure and five different facets of well-being among elementary school children. The sample comprised 342 fourth graders (45.9 % female, M_age = 10.29) participating in the field test of the Progress in International Reading Literacy Study (PIRLS) 2021 in Germany. Controlling for gender and academic achievement, parental and school pressure were negatively related to several facets of students' well-being, with the findings showing that parental pressure was associated with a greater number of aspects of well-being. However, a direct comparison of the two sources of academic pressure did not reveal significant differences in the relations with the various facets of students' well-being. Limitations of the study and implications for research and practice are discussed.

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