Lead author Lisa Flook of the University of California, Los Angeles, identified a two-day spillover effect where problems at home link to problems at school for the next two days, and problems at school were tied to problems at home for two days.

In addition, the study, published in Child Development, found adolescents who had higher levels of family stress and school problems in 9th grade, saw declining academic achievement at the end of 12th grade.

"The findings from this study indicate that there are indeed short- and long-term consequences of daily stress that should not be overlooked," Flook said in a statement. "By the same token, the two-directional process of spillover between family and school identified here suggests that reducing stress in the family may have benefits for adolescents' school adjustment and vice versa."

The researchers analyzed the daily and school experiences reported by an ethically diverse group of 589 Los Angeles high school freshmen.