This study aimed to investigate the contribution of academic boredom to predicting psychological stress among adolescents in Oman. A descriptive-analytic approach was employed using a sample of 522 students (106 males, 416 females). The results revealed high levels of academic boredom across the overall scale and its sub-dimensions: teaching methods, educational content, and assessment methods. Meanwhile, psychological stress was moderate in the cognitive and psychological domains but low in the physiological domain. A positive correlation (p<0.05) was found between academic boredom and psychological stress. Significant gender differences emerged favoring females in the educational content and assessment methods dimensions of academic boredom, but not in teaching methods. In terms of psychological stress, differences emerged in the physiological and psychological domains, but not in the cognitive domain. No significant differences were observed across academic tracks in either academic boredom or psychological stress. Regression analysis revealed a positive relationship between academic boredom and psychological stress, with teaching methods and assessment methods significantly contributing to psychological stress. Educational content did not contribute to the model.