In the context of the transformation of Kazakhstan's educational environment and the increasing digital load on adolescents, psychological well-being is shifting from a purely subjective indicator to a critical factor in academic and social adaptation. The necessity to identify internal personal resources to overcome distress determines the demand for complex well-being models, such as EPOCH. The objective of the study is to identify and describe the nature of the relationships between the structural components of psychological well-being and the level of perceived stress in senior high school students. The sample consisted of 33 senior students. A complex of psychodiagnostic tools was used: the EPOCH measure (assessing Engagement, Perseverance, Optimism, Connectedness, and Happiness) and the PSS-14 (Perceived Stress Scale). Statistical processing was conducted using the Spearman correlation coefficient. The empirical study established that perseverance serves as the central predictor of stress resistance: a significant negative correlation with the level of distress was found (r = -0.29), confirming the role of volitional regulation in reducing emotional tension. The "Optimism" component demonstrated a close link with the overall stress-coping indicator, acting as a cognitive filter when evaluating difficult life situations. It was established that Engagement and Happiness have a strong positive intercorrelation, forming the core of subjective well-being; however, their influence on objective indicators of stress resistance is less pronounced compared to instrumental components. A deficit of significant links between "Connectedness" and stress levels was identified in this sample, which may indicate the prevalence of individual-personality adaptation strategies over socially-oriented ones among modern adolescents. The work specifies the structure of senior students' psychological well-being within the Kazakhstan context. It was revealed that for successful adaptation to academic stress factors, maintaining a positive emotional background is insufficient; the development of perseverance and an optimistic attributional style is critically important.