Extended Abstract
Introduction: Many sociological studies in the area of stress have been greatly influenced by the classic article of Leonard Pearlin (1981).The conceptual model presented in this paper has affected the sociological research of the last three decades, and it is a kind of reference model applied to research on mental health disparities. But the fundamental question of this research study is how to identify students’ mental health disparities by the stress process model (Sources, Moderator, Manifestation, and Social Context)? 
One of the most important social institutions in any country affected by social events is education. The nature of the activities and function of education is a kind that affects the environmental events and these effects can affect the positive and constructive and destructive form of activities and its performance. Especially in this field, students of secondary education of the country are influenced by the circumstances and biological and psychological or emotional conditions to deal with different issues, and they are simply influenced by the components and the surrounding social variables. One of the types of conditions and effects of the social environment on the educational and scientific life of students refers to the process and conditions of stress with different dimensions, which can be better overcome if managers and educational planners can properly understand it. The stress process in this study is to study the exact meaning of the word used to document psychological bases and concepts with emphasis on sociological teaching. Based on this approach, this study tries to examine the stress process of secondary school students of Mazandaran province with a sociological approach. Also, the choice of the secondary education in this research is due to the fact that this level plays an intermediary role. In other words, it is the period of transition between childhood and puberty, and an intermediate period that gives special characteristics to adolescents and young people due to many physical and psychological pressures and adaptation problems.
Method: The research was conducted using the survey method. By using the stratified sampling, cluster sampling, and systematic sampling, the number of 742 students were chosen as the sample in this study. The population of the study comprises all students of secondary school of Mazandaran province (2018-2019).The data were collected by a researcher-made questionnaire. Descriptive statistics, Anova, Correlation, and Multiple Regression analysis were used to analyze the data; data analysis was also conducted by software “LISREL 8.5” and “SPSS Statistics 23”.
Findings: The results indicate that the highest levels of stress (primary stress and secondary stressors) that students have experienced are associated with the component of deprivation & under-reward and structural constraints. Also, the highest amount of chronic stress is related to the element of threats and deprivation and under-reward. From other research results, moderating variables have an effective role in moderating the relationship between stress and outcome (depression and anxiety) that has been significant. The estimation results have shown in the Figures No.  1 and No. 2:
Figure 1

Figure 2

In explaining Depression and Anxiety (By type of school): students in Public school (Beta= 0.282, 0.346) and magnet school (Beta= 0.270, 0.590) schools are more likely to be subject to stress sources that are likely to result in their depression and anxiety. The estimation results have shown in Tables 1 and 2:
Table 1
1) Depression    Model
3) Magnet    2) Private    1) Public    
0/270*    0/170*    0/282**    Stress
0/30    0/22    0/24    R2
** is significant at the 0/01 level and* is significant at the 0/05 level
Table 2
2) Anxiety    Model
3)Magnet    2) Private    1) Public    
0/590**    0/089    0/346**    Stress
0/42    0/063    0/18    R2
** is significant at the 0/01 level and* is significant at the 0/05 level

Discussion: The aim of sociological studies is to explain the relationship between social status and mental disorder; and the focus of these studies is on the classical literature of Leonard Pearlin (1981) that describes the main elements of the stress process model. Each of the aforementioned model elements has been highly studied in recent years and has different sub - sections; this paper explores the detailed descriptions of its elements in response to the question that can be identified due to the stress process model, the mental health differences. Generally, the most important positive aspect of the social stress process approach is its preventative property as the stress process model is a means for explaining mental health differences and in other words, these models explain the differences in a meaningful way. Basically, the causal modeling approach is a very valuable tool for preventive intervention; it is precisely because it aims at paths that examine the impact of distal social factors. This is why these indirect paths are important to identify potential strong points for intervention. The quality of these mechanisms makes such causal models to be of a critical importance for the design of interventions. For this purpose, the research proposals have two parts:
A: An Executive Proposal
Managers, planners, school teaching staff, and in general, everyone who plays a critical role in the country’s educational system. It is recommended to consider removing important stressors.
In terms of training specialists, the evaluation of students is considered to be one of the basic steps of teaching and learning, so for this important process, they consider important arrangements and conditions. But if the same process falls under conditions that may be counterproductive to students, it is not possible to achieve educational goals, as research results suggest that the highest common stressors are related to gaining a grade.
B: The Suggestion to the Researchers
This study investigates the stress process model based on the theoretical model of Leonard Pearlin, which consists of various elements (stress Sources, Moderator, Manifestation, and Social Context); therefore, according to the importance of the above approach, the followings can be proposed:
1- What are the other stressor factors that lead to depression and anxiety for students?
2- What other Moderators are effective in reducing the relationship between sources and manifestation of stress?
3- What are the consequences of the stressor? (Apart from anxiety and depression)
4- The statistical population studied in the present study were the students of secondary school of Mazandaran province, so it is suggested that researchers study middle school students for deep understanding of the underlying problems in this field.