Forms of communication on the Internet characterized by hatred and agitation have been in the focus of public attention since several years. The questions whether such expressions (known as hate speech) are also noticeable in schools and how students evaluate and cope with such incidents still remain unanswered. In order to find answers to these questions, 21 guideline-based, episodic interviews (according to Flick) with German students from Berlin and Brandenburg on experiences and coping strategies regarding to hatred in school contexts were evaluated. As the results show, students perceive hate speech experiences as stressful. They assess their own coping resources individually and situationally different. In particular, the subjectively perceived influenceability or controllability of the stress-inducing hate speech incident and the social support within the school class seem to have effects on coping. The reported coping strategies can be categorized in accordance to the transactional model of stress into emotion-focused (reference to social support, repression and avoidance) and problem-focused (active ignoring and counter speech). The results support demands for prevention work in schools. Students should be involved as experts of the school environment. Furthermore, actions to strengthen social and personal resources seem to be useful in order to enable constructive coping strategies. More research is necessary to define and quantify the research results.