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There are internal and external stressors in middle childhood. External stressors may include poverty and home environment. Those external stressors can lead to internal ones such as depression, anxiety, anger, as well as many others. Poor children are more likely to have emotional or behavioral problems. Poverty can affect the home environment and parenting practices.
Martorell, G., & Kruk, R. (2014). CHILD: from birth to adolescence. Whitby, Ontario: McGraw-Hill Ryerson Ltd.

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During middle childhood a child's personality continues to develop as they understand themselves better. Children begin to have self esteem based on their productiveness. If children feel they are not productive, they begin to feel inferior. This illustrates Erikson's theory industry versus inferiority. Children at this age are also becoming more aware of their feelings as well as others.

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As children begin to move away from parental influences, the peer group opens new perspectives and frees them to make independent judgements. They gain social skills and a sense of belonging. The peer group helps children learn how to get along in society, when to be cautious and when to stand firm. Peer groups can also have negative influences such as unfavorable attitudes toward outsiders, or prejudice. Peer groups can also pressure one another into shoplifting or drugs.
Martorell, G., & Kruk, R. (2014). CHILD: from birth to adolescence. Whitby, Ontario: McGraw-Hill Ryerson Ltd.

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School aged children spend more of their free time away from home than when they were younger , visiting and socializing with peers. However, the family still remains the most important part of a child's life. Key influences on the family atmosphere are parenting during this stage, specifically how parents respond to emerging control of behavior, whether they work outside the home or not, and the families economic status. Sometimes parents may have to switch their parenting style to something more effective for this age. For example, they may need to switch from permissive parenting to a more strict parenting style such as authoritative or authoritarian.
Martorell, G., & Kruk, R. (2014). CHILD: from birth to adolescence. Whitby, Ontario: McGraw-Hill Ryerson Ltd.

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Socioeconomic status can be a major factor in educational achievement. Socioeconomic status will influence the family life, neighborhood, and parenting practices. Starting in middle childhood, children begin to reflect the adults in their society. Some become very selfish and submerged in technology. Others become responsible and very hardworking. It all depends on the society they are being raised in and what they see.
Morones, A. (2013, August 19). Society-Influenced Tendencies Emerge in Middle Childhood. Retrieved July 13, 2017, from http://blogs.edweek.org/edweek/inside-school-research/2013/08/society-influenced_tendencies_.html

Martorell, G., & Kruk, R. (2014). CHILD: from birth to adolescence. Whitby, Ontario: McGraw-Hill Ryerson Ltd.

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The earliest school experiences are critical in setting the stage for future success or failure. Children develop relatively permanent attitudes about schools and learning. During  the school years is when peer influences begin to develop(will be discussed in more detail in another section). School can improve a child's behavior outside the home which mean they could become less disruptive. A teacher in the classroom also influences the child's development tremendously.
National Research Council (US) Panel to Review the Status of Basic Research on School-Age Children. (1984, January 01). School And Children: The Middle Childhood Years. Retrieved July 13, 2017, from https://www.ncbi.nlm.nih.gov/books/NBK216779/

Martorell, G., & Kruk, R. (2014). CHILD: from birth to adolescence. Whitby, Ontario: McGraw-Hill Ryerson Ltd.