Introduction: The objective of this study was to analyze the relationships between perceived stress, frustration tolerance, prefrontal symptomatology and attentional profile in students of secondary education. Method: The study was designed with a nonexperimental, quantitative, cross-sectional and correlational methodology, with 91 participants between the ages of 12 and 15 (M = 13.88; SD = 1.89). Results: The results indicated a tendency to greater perceived stress in students who presented an inattentive profile, greater prefrontal symptomatology and problems with social and emotional control. Higher scores in frustration tolerance were presented by those with less prefrontal symptomatology and fewer problems in executive, social and emotional control. The predictive capacity of prefrontal symptomatology was demonstrated in both perceived stress and frustration tolerance, and inattention was also a predictor of perceived stress in the sample analyzed. Conclusions: In conclusion, these types of studies offer guidance to plan training interventions for coping with stress and frustration, as effective strategies for solving everyday problems.