Given the rising levels of stress and psychological pressure among adolescent students, and the decisive role that educational environments play in their mental health, attention to the physical quality of educational spaces has become an undeniable necessity. The present study was conducted with the aim of identifying and analyzing the physical architectural elements that influence the reduction of stress among adolescent students in educational environments. The main research question is: which physical architectural elements, and to what extent, are effective in reducing stress among adolescent students in educational environments, and does place attachment play a mediating role in this relationship? Considering the sensitivity of adolescence to environmental conditions, the inadequate quality of educational spaces can lead to unfavorable psychological and academic consequences. This study was conducted using a descriptive–correlational approach on 400 male secondary school students in the year of 2025-2026 (1404 of Solar Year) in the city of Kerman, Iran. Sampling was carried out using a multi-stage cluster method, and data were collected using a researcher-made questionnaire on physical architectural elements and a standard stress-assessment scale. Data analysis was performed using SPSS and R softwares. The results of the factor analysis identified five main components—comfort and connection with nature, flexibility and student control, safety, aesthetic design, and social function—which together explained 68.5% of the variance in the variables. The reliability of the research instrument was confirmed at a desirable level with a Cronbach's Alpha of 0.92, and the results of the Regression model showed that physical architectural elements were able to explain 61% of the variance in students' stress. The results of the multiple regression indicated that the comfort and connection-with-nature component played the greatest role in reducing stress. The findings of this study emphasize the necessity of systematic attention to the physical dimensions of educational spaces, and its results can be used in the decision-making process of architects, designers, and educational planners, providing a scientific basis for improving the quality of learning environments across educational levels.