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This study aims to evaluate the impact of teacher and family support on academic stress and students' dropout intention and the mediating role of teacher and family support in the relationship between academic stress and students' intention to leave school. The study used a descriptive cross-sectional survey method. Data were collected through a questionnaire, and a random sampling technique was used to obtain 921 respondents. SPSS 26.0 statistical software was used to analyze survey data; descriptive statistics, inferential statistics, and mediate variable analysis using the bootstrapping method were calculated to prove the hypotheses. Research results show that teacher support has a significant direct effect on academic stress (ß = - .155, p<0.01), family support has a significant direct effect on dropout intention (ß = -.092, p< 0.01), academic stress has a significant direct effect on dropout intention with a sizable effect size (ß = .388, p<0.01), there is no direct impact from family support on academic stress (ß = .037, p> 0.05), and teacher support has not a significant direct effect on dropout intention (ß =- .021, p>0.05). Teacher support and family support do not have a mediating role in influencing the relationship between academic stress and students' intention to leave school. The research results improve the quality of higher education by promoting family and teacher support to control students' academic stress and limit the dropout intention rate. [ABSTRACT FROM AUTHOR]