The relevance of the study of everyday stress (further in the article referred to as ES (ПС)) among students is determined by the lack of appropriate tools that take into account the specifi c character of student life. Purpose of the study is to develop and validate a questionnaire aimed at studying students’ ES. The study hypothesizes that the developed scale is reliable and valid. Participants: 310 students aged 17 to 27 (M = 20.31, SD = 1.8, including 222 girls (71.6%) and 88 boys (28.4%) of the Arzamas branch of the Lobachevsky State University of Nizhny Novgorod (Arzamas). Methods (tools): to test the convergent validity, the following methods were used: “The Professional Development Factors Scale” (M. D. Petrash), “The questionnaire on crisis events and experiences for students” (V. R. Manukyan), “Emotional attitude to the professional future” (M. V. Ginzburg), “Positive and Negative Aff ect Schedule” (adaptation by E. N. Osin), “Ryff Scales of Psychological Well-Being” (adaptation by L. V. Zhukovskaya, E. G. Troshikhina), “Perceived Stress Scale -10” (V. A. Ababkov et al.). Results: the study made it possible to develop a questionnaire that comprises 54 items, including 7 scales of external stressors: “Studying”, “Time”, “Disruption of plans”, “Environment”, “Interaction”, “Family problems”, “Finances”; and 2 internal: “Personal experiences” and “Expectation stressors”. Main conclusions: the psychometric analysis showed a high internal consistency of the scales, confi rming the reliability of the questionnaire. An obvious, meaningful, convergent validity was carried out, and the structural validity of the scales has been confi rmed by the confi rmatory factor analysis. The results indicate the validity and reliability of the developed questionnaire, which makes it an eff ective tool for diagnosing students’ ES. Practical significance: the questionnaire can be used to diagnose ES in the context of educational activities, to identify specifi c stressors, and to develop preventive and remedial programs.