THE IMPACT OF ACADEMIC STRESS ON MENTAL HEALTH

AMONG SENIOR HIGH SCHOOL STUDENTS.

A research paper presented to the

Faculty of San Isidro Integrated School

In Partial Fulfillment
Of the Requirements in Practical Research 1

By
Antiquin
Ambat
Angway
Aguinaldo
Anosa
Balay
Cuizon
Lucero
Edrozo
Sellana

1
Background of the study/ introduction

In recent years, academic stress has become a growing concern among

senior high school students. With the increasing demands of school
requirements, challenging subjects, and preparation for college or future
careers, many students experience high levels of pressure on a daily basis.
This situation has made academic stress a common part of the student
experience in many schools. Despite the awareness that students face heavy
workloads and strict performance expectations, the connection between
academic stress and students’ mental health is not always fully addressed.
Many students struggle with anxiety, burnout, and emotional exhaustion, yet
these issues are often overlooked in favor of academic performance. This
gap in understanding and support creates a need to closely examine how
academic stress truly affects students’ mental well-being.

Academic stress is a complex phenomenon significantly affecting Senior high

school students’ mental health . This pressure’s scope manifests in their
educational environment and personal lives. Students frequently exhibit
psychological reactions such as anxiety and depression, along with
physiological symptoms such as sleep disturbances, drowsiness, and chronic
fatigue. Conducted at the San Isidro Integrated School (SIIS), this study aims
to analyze the variables that generate stress in students, and how it impact
on their mental health. The experience of academic stress is common during
high school and can have significant negative consequences for students’
educational achievement and wellbeing. Senior High school students
frequently report heightened levels of school-related distress, particularly as
they approach high-stakes assessments.

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Academic stress has been a constant in education for decades, contributing
to the intense pressures students face, the student workload they manage,
and the current student stress statistics reflecting stressful adolescents. From
the days of rigorous exams and academic workloads to today’s competitive
senior high school students , students face immense academic stressors and
an academic burden impacting their academic performance. This
overwhelming stress can affect mental health, relationships, and overall well-
being, highlighting keywords academic stress and the need for stress
management programs, as shown by current student stress statistics. The
quest for high grades often overshadows learning. Many feel trapped in a
cycle of anxiety and burnout, impacting student mental health.
Understanding this issue is crucial as it shapes the academic experience for
millions of students. We’ll explore the roots of academic pressure and its
impact on students today.

Senior High school represents a pivotal stage in a student's life,

characterized by a myriad of academic demands and the pursuit of higher
education opportunities. Within this context, academic stress emerges as a
prevalent and impactful phenomenon that significantly affects the well-being
of senior high school students. In the pursuit of understanding the intricate
relationship between academic stress and its broader consequences, this
research embarks on an. The study aims to unravel the intricate web of how
this stress, which may stem from a variety of sources, impacts not only their
physical and mental health but also extends its reach into areas such as
school attendance and academic performance. By delving into the
experiences of this subset of students, this research aspires to shed light on
the nuanced dynamics of academic stress in high school and its ramifications
for both students and education.

Academic stress is a common issue affecting students' mental health and

academic performance. Findings reveal high levels of stress primarily due to
exams, tests, and homework, with additional factors such as parental
expectations and competition with peers also contributing significantly to the
stress experienced by students. Common coping strategies include physical
activity, talking to parents or friends, and listening to music. The results
highlight the significant impact of academic stress on students' well-being
and the need for effective interventions such as stress management
workshops and counselling services. Future research should focus on specific
sources and impacts of academic stress to develop tailored interventions
that enhance student resilience and mental health.

The ultimate objective of this study was to determine the Senior High School
students’ academic stress, academic motivation and its relationship with
their academic performance at San Isidro Integrated School (SIIS). The study
utilized the quantitative method of research in which standardized survey
questionnaires were the primary tools of gathering the . All data were
presented using necessary tables and texts. The findings revealed that
students moderately experience academic stress. Additionally, students have
a very satisfactory academic performance. Furthermore, academic stress has
no significant relationship with students' academic performance. However,
the result revealed that academic motivation has a significant relationship
with students’ academic performance. A number of conclusions and
recommendations were formulated based on the findings of the study.

Academic stress refers to the anxiety and pressure associated with schooling
and education. It encompasses the stress students feel to perform well in
final examinations and involves mental distress related to anticipate
academic challenges, failures, and the awareness of potential academic
failure. During school, academic stress can manifest in various aspects of a
child's environment, including home, school, neighbourhood, and friendships.
This stress often arises from the imbalance between academic and social
performance, as well as managing time for extracurricular activities.
Academic stress is most prevalent among students who struggle to balance
their academic activities with family, friends, and social engagements. A
student's stress level is significantly influenced by their relationship with
teachers, the pressure to excel in exams, the need to complete schoolwork
within limited timeframes, and the overall school environment. Participation
in co- curricular activities such as debates, quizzes, speeches, music, dance,
and arts can help alleviate stress and improve student performance.
Continuous tests, grades, the demand for success, and external expectations
are the primary sources of stress for senior high school students.
Today the entire world is witnessing stress and its consequences.
Bernstein(2008) viewed stress as “a negative emotional, cognitive,
behavioral and physiological process that occurs as a person tries to adjust
to or deal with stressors”. effect of stress is understood in many walk s of
life with diverse population especially among Students .

Richlin-Klonsky(2003) reported that “stress has lessened academic

performance, hinder with a student's capability to involve in and add to
campus life, and raise the probability of substance abuse and other
potentially destructive behaviors”. Rawson(1999) highlighted that “many
students reported their experience of high academic stress at predictable
times which have resulted from preparing and taking exams, class
ranking competition, and mastering huge amount of syllabus in a
comparatively very small amount of time”. Fairbrother (2003) recognized
that “academic stress as stressors which occurred due to various reasons
such as too many assignments, competitions with otherstudents, failures
and poor relationships with other students or teachers”. Erkutlu(2006)
opined that “pressure to perform well in the examination or test and time
allocated makes academic environment very stressful. One of the major
impacts of stress is that it affects drastically the psychological functions in
turn mental health of people”.

The ultimate objective of this study was to determine the Senior High School
students’ academic stress, academic motivation and its relationship with
their academic performance at San Isidro Integrated School (SIIS). The study
utilized the quantitative method of research in which standardized survey
questionnaires were the primary tools of gathering the . All data were
presented using necessary tables and texts. The findings revealed that
students moderately experience academic stress. Additionally, students have
a very satisfactory academic performance. Furthermore, academic stress has
no significant relationship with students' academic performance. However,
the result revealed that academic motivation has a significant relationship
with students’ academic performance. A number of conclusions and
recommendations were formulated based on the findings of the study.
This research paper investigates the influence of academic stress on the
mental health of senior high school .The study demonstrates how academic
stress contributed to frequent illnesses, increased school absenteeism, and
adversely affected their academic performance. This paper sheds light on
the profound impact of academic stress on the mental health of Senior high
school students. This study is important because mental health plays a
crucial role in students’ overall functioning, motivation, and academic
success. By exploring the impact of academic stress on mental health, the
research can help teachers, parents, and schools develop better support
systems and interventions. Understanding this issue can lead to healthier
learning environments and improved well-being for senior high school
students.

Statement of the Problem

Despite the increasing awareness of mental health issues worldwide, many

senior high school students in the Philippines, particularly in Northern
Mindanao, continue to face significant challenges related to their mental
well-being. The rising prevalence of stress, anxiety, depression, and other
mental health concerns among senior high school students remains under-
addressed, often due to limited mental health resources, stigma, and lack of
awareness.

This study aims to identify the extent and factors contributing to mental
health problems among senior high school students in Bukidnon. Specifically,
it seeks to answer the following questions:
1. What is the prevalence of mental health issues such as anxiety,
depression, and stress among senior high school students in Bukidnon?

2. What are the main factors contributing to mental health problems in this
demographic?

3. How do students perceive and cope with their mental health challenges?

4. What existing support systems are available, and what gaps need to be
addressed?

By exploring these questions, the research aims to provide insights that can
inform school policies, mental health programs, and community interventions
to better support the mental well-being of senior high school students.

Problem and objectives

Mental health, especially in the academic context, has gained increasing

importance in contemporary society. This study aims to analyze the impact
of academic stress on mental health among senior high school students,
which has been a growing concern given its significant impact on mental
health.

Gender, degree program, employment, academic status, and scholarship

have been selected due to their well-documented associations with academic
stress and student performance (Zhang et al., 2024; Zhao et al., 2024).
Gender differences in stress perception (Martínez-Líbano et al., 2023),
employment and academic status (Alhamed, 2023), and economic
constraints linked to scholarship availability (Fruehwirth et al., 2023)
significantly impact students’ ability to manage academic workloads.
Considering these variables allows for a comprehensive understanding of the
multifaceted nature of academic stress, especially in the heightened context
of the COVID-19 pandemic.

1. To determine the prevalence of mental health issues—specifically

anxiety, depression, and stress—among senior high school students in
Bukidnon in relation to their level of academic stress.

2. To identify the major academic stressors (e.g., workload, examinations,

deadlines, academic expectations) that contribute to mental health
problems among senior high school students.

3. To explore how senior high school students perceive the effects of

academic stress on their mental health and the coping strategies they
use to manage these challenges.

4. To assess the existing school-based, family, and community support

systems available to students experiencing academic stress–related
mental health concerns.

Significant of the study

To effectively write this section, you must first identify the specific groups
(e.g., policymakers, educators, a particular community) who stand to gain
from your work.
Policymakers: They might benefit by using the research findings as evidence
to draft new legislation or amend existing policies related to the study's
subject. For instance, findings on environmental impact could lead to stricter
regulations.

Educators and Students: They could benefit by gaining new curriculum

material or insights into effective teaching methods. The study might inform
the development of more effective educational programs or provide new
resources for students' learning.

Professionals/Practitioners: Individuals in a specific field (e.g., doctors, social

workers, engineers) might benefit by using the findings to improve their
current practices, adopt new techniques, or refine existing processes. A
medical study, for example, could change a standard treatment protocol.

Future Researchers: They benefit by having a foundation of data and

analysis upon which they can build their own studies. The research identifies
gaps in current knowledge and points toward necessary future investigation.

The Community/General Public: They may benefit through increased

awareness of an issue, improved quality of life, or access to better services
as a result of the research-driven changes implemented by other groups.

Key Beneficiaries and Their Support

Students

Benefit: Students gain a deeper understanding of effective learning

strategies or specific subject matter through the study's recommendations.
Support: The research provides them with actionable techniques to improve
academic performance, enhance critical thinking skills, and better prepare
for future challenges by utilizing the study's insights into successful
educational practices.

Teachers

Benefit: Teachers acquire evidence-based pedagogical approaches and

instructional materials.

Support: The findings offer innovative teaching strategies, help in curriculum

development, and provide insights into student needs and learning styles,
empowering educators to create a more effective and engaging classroom
environment.

Parents

Benefit: Parents are empowered with information to better support their

children's education at home.

Support: The study provides insights into effective communication channels,

collaborative learning methods, and resources that facilitate home-school
partnerships, enabling parents to be more involved and supportive
stakeholders in their child's academic journey.

Educational Institutions

Benefit: Educational Institutions (e.g., schools, universities) can use the

results for program enhancement and policy formulation.

Support: The research helps administrators make informed decisions

regarding budget allocation, professional development programs for staff,
and the implementation of new educational policies that are supported by
concrete evidence from the study's findings.
Policymakers

Benefit: Policymakers at local or national levels receive data-driven

information to shape future educational reforms.

Support: The study serves as a crucial resource for developing relevant,

effective, and equitable educational laws and standards that directly address
the issues identified in the research.

Scope and Delimitation of the Study

-This study focuses on examining the impact of academic stress on the

mental health of senior high school students. It aims to ,Identify the common
sources of academic stress, such as workload, examinations, deadlines, and
expectations from teachers and parents. Assess the mental health effects
associated with academic stress, including symptoms of anxiety, depression,
burnout, and sleep disturbances. Determine the relationship between the
level of academic stress and the mental well-being of students.
Analyze variations in stress levels and mental health effects across grade
levels ,Grade 11 and Grade 12 and strand HUMSS. The study will involve
senior high school students from San Isidro Integrated School (SIIS).The
research will use qualitative methods (such as interviews or focus groups), .

This study is limited by several boundaries set by the researcher:

-Population – The study includes only senior high school students and
excludes junior high school students, college students, or out-of-school
youth.

Location – The research will be conducted only in the selected school or

specified district, so results may not fully represent all senior high school
students nationally.

Variables – The study focuses solely on academic stress and mental health.
Other possible stressors—such as family issues, financial problems,
relationships, or personal challenges—are not included in the analysis.

Time frame – Data will be collected within a specific academic term or school
year; therefore, results may not reflect long-term or seasonal changes in
stress levels.

Self-reported data – The study relies on students’ self-assessments, which

may be influenced by honesty, memory, or willingness to share personal
information.

Mental health assessment limits – The study evaluates mental health

symptoms, not clinical diagnoses. It does not replace professional
psychological evaluation.
Definition of terms

10 key terms with clear definitions related to the impact of academic stress
on the mental health of senior high school students.

1. Academic Stress – The pressure students feel due to school demands

such as exams, assignments, deadlines, and high expectations.

2. Mental Health – A person’s emotional, psychological, and social well-

being, which affects how they think, feel, and act.

3. Anxiety – A feeling of excessive worry, fear, or nervousness that can

increase when students face academic pressure.

4. Depression – A mental health condition marked by persistent sadness,

loss of interest, and low motivation, often worsened by prolonged
stress.

5. Burnout – A state of emotional, physical, and mental exhaustion

caused by continuous academic pressure and overload.

6. Emotional Well-being – The ability of students to manage their

emotions and cope with stress in a healthy way.
7. Sleep Deprivation – The lack of adequate sleep, often caused by heavy
schoolwork, which negatively affects mental health and academic
performance.

8. Coping Mechanisms – Strategies students use to manage stress, such

as time management, relaxation, or seeking support.

9. Academic Pressure – Expectations from teachers, parents, or oneself to

perform well academically, which can contribute to stress.

10. Psychological Distress – Emotional suffering that includes

symptoms like stress, anxiety, and difficulty concentrating due to
academic demands.