The general purpose of this review is to briefly describe the historical foundations of coping research covering how it has evolved, over the past three to four decades, from research founded on a deficit model of stress to research that focused more often on exploring people's capacity to deal with life's circumstances and fulfil their potential. Five topic areas are covered. First, key theoretical underpinnings of coping research are described. Second, links between coping responses and emotion are presented, with an emphasis on how coping can mitigate the individual and environmental impacts of stress. Third, developmental studies of stress and coping are introduced showing how it is functionally important across the age span but may change in form. Fourth, the challenges for measuring coping are considered by describing classic and new approaches to assessment. Finally, later developments in coping research are covered by identifying recent research on proactive coping and dyadic approaches. Overall, this review also illustrates how coping research has traversed the full gamut of the lifespan.Stress and coping have been considered to be the most highly researched fields in psychology. On coping alone, the research efforts between 1980s to the present have yielded 881,436 peer-reviewed journal articles with almost equal amount of publication in the adult (403,132) and child (442,775) areas. There are fewer relating to adolescence (236,925) and with much less on coping in early childhood (136,118). Since the year 2000, there has been a continuing volume of research output with the most notable advances in the child and adolescent arenas. From 2000 onwards, the compliment of publications has not abated in that coping has rendered 661,844 publications with 316,148 for adults and 356,203 for child and again fewer for adolescents (177,226) and early childhood (105,496). The importance of coping for children is manifold in that children and the contexts in which they operate, namely, family, school, and peer group offer, extensive opportunities for enhancing the ways in which they deal with their lives in each of their settings.