<p>Student-parent disagreement in social and emotional skill ratings may provide useful information, although simple discrepancy scores are difficult to interpret. This study examined directional student-parent discrepancies in emotional control and stress resistance using linked public-use data from the OECD Survey on Social and Emotional Skills (more than 33,000 student-parent pairs). Students reported lower skills than parents reported for both constructs, especially stress resistance. Discrepancy terms were detectable in several unweighted models, but their magnitudes were small. After perceived relations with parents was added, emotional-control discrepancy was no longer associated with well-being, stress-resistance discrepancy was very small in magnitude, and anxiety-related discrepancy effects remained small. In weighted replicate-weight analyses, discrepancy terms were not associated with well-being; only stress-resistance discrepancy retained a small association with school anxiety. VIF diagnostics, separate-predictor models, and polynomial response-surface summaries supported this bounded interpretation. Directional student-parent discrepancies were systematic and descriptively meaningful, but students’ own skill ratings and student-perceived parent-child relational difficulty were more strongly associated with well-being and school anxiety than discrepancy terms alone.</p>