Youth engage in various forms of aggression both in-person and online, and myriad past studies have explored the ante-cedents and adverse consequences of these malicious behaviors. The general assumption posits that cyberaggressive actsare compounded by the interplay of different personal, relational, and contextual factors. Yet, little is known about theassociation between school-related problems and cyberaggression types. Therefore the present study assessed the co-occurrence of educational difficulties (e.g. low school stress management skills and school burnout) and different paths ofonline aggression in middle school students. The study surveyed 959 (n=548 girls) culturally diverse adolescents aged 10to 15 years from Turkey and Poland (n=411, n=548, respectively) using the CATQ scale for Cyberaggression Types, theESSBS for school burnout, and a 1-item indicator of school stress management skills. Latent profile analysis to identifydifferent patterns of youth cyberaggression and multinominal logistic regression to test the profile belongingness prediction were used. Significant cross-cultural differences were observed in the prevalence of four cyber-aggression types. Morespecifically, appetitive cyberaggression (impulsive and controlled), as well as aversive- controlled cyber-aggression weremore frequent among Polish students, whereas their Turkish counterparts engaged more often in impulsive-aversive cyber-aggression. Three profiles of cyberaggression were detected: low-cyberaggressive adolescents (n=727); (2) impulsivecyberperpetrators (n=70); and (3) moderately controlled online aggressive adolescents (n=162). No gender differenceswere found between profiles. However, impulsive cyberperpetrators more frequently were from Poland, were significantlyolder than non-cyberaggressive adolescents, experienced higher school burnout and lower school stress management skills.The results of multinominal logistic regression revealed that Polish students experiencing high exhaustion from schoolduties, high burnout from parental pressure, and loss of interest in school activities were more likely to belong to the high-est CATQ profile compared to other groups. The findings underscore the need for school-based interventions that engagefamilies, and enhance intrapersonal skills, to prevent cyberaggression, highlighting the benefits of an ecological approachin comprehensive prevention strategies.