Assessment of Academic Stress and Anxiety among School-Going Children in Salem District: A Cross-Sectional Study

ABSTRACT

Background:

Academic stress and anxiety are prevalent among students and can significantly impact their mental health and academic performance. This study explores the prevalence of academic stress and anxiety and identifies associated factors among students.

Objective:

To assess the levels of academic stress and anxiety in students and determine the key demographic and academic variables influencing these outcomes.

Methods:

A cross-sectional study was conducted among 2,000 children aged 10–12 years across various schools. Data were collected using validated tools, including the Academic Stress Scale (ASS) and Generalized Anxiety Disorder-7 (GAD-7) scale. Statistical analysis included descriptive statistics, t-tests, and multivariate regression to identify significant predictors.

Results:

Elevated levels of academic stress and anxiety were observed, with 68% of students reporting moderate-to-severe academic stress and 45% showing moderate-to-severe anxiety. Female students exhibited higher stress and anxiety levels compared to males (P<0.01). Major predictors included academic workload, fear of failure, and lack of social support.

Conclusion:

Academic stress and anxiety are pervasive issues among children, necessitating targeted interventions to address workload management, mental health support, and coping strategies.

INTRODUCTION

Academic stress and anxiety are significant challenges faced by students, affecting their mental health, academic performance, and overall well-being.[1] The increasing pressure to excel academically, coupled with lofty expectations from peers, family, and society, has led to a marked rise in stress and anxiety levels among school-aged children.[2] These issues are compounded by competitive educational environments and the additional strain of balancing academic demands with extracurricular and personal responsibilities.[3] Stress in academic settings often stems from factors such as excessive workload, tight deadlines, fear of failure, and concerns about future career prospects. Anxiety, frequently coexisting with stress, can manifest as persistent worry, fear, or apprehension about academic tasks, exams, or evaluations. Left unaddressed, these issues can lead to negative outcomes, including reduced academic performance, poor mental health, and even dropout rates.[4] While academic stress and anxiety affect students globally, the severity and specific triggers can vary based on individual, institutional, and cultural factors. Recognizing and addressing these issues is essential to fostering a supportive educational environment and promoting student well-being.[5]

This study aims to assess the prevalence of academic stress and anxiety among 2,000 children aged 10–12 years and identify the key factors contributing to these issues. By examining demographic and academic variables, this research seeks to provide actionable insights for educators, policymakers, and mental health professionals to mitigate these challenges.

METHODOLOGY

This was a cross-sectional study conducted among 2,000 children aged 10–12 years across various schools. The study aimed to evaluate the prevalence of academic stress and anxiety and identify associated factors. Students enrolled in full-time academic programs who consented to participate were included. Children with known psychiatric disorders or those undergoing treatment for anxiety or depression were excluded. Data were collected using a structured questionnaire that included demographic information, the Academic Stress Scale (ASS), and the Generalized Anxiety Disorder-7 (GAD-7) scale. The ASS measured academic stress across dimensions such as workload, fear of failure, and academic pressure, while the GAD-7 assessed anxiety severity. The questionnaire was administered in both digital and paper formats, ensuring accessibility and confidentiality. The primary outcomes were categorized as mild, moderate, or severe academic stress and anxiety based on the ASS and GAD-7 scores. Data analysis included descriptive statistics to summarize characteristics and inferential tests (t-tests and Chi-square tests) to assess group differences. Multivariate regression analysis identified significant predictors of stress and anxiety. A p < 0.05p < 0.05p < 0.05 was considered statistically significant.

Ethical approval was obtained from the Institutional Ethics Committee, and informed consent was collected from participants and their guardians. Confidentiality and anonymity were strictly maintained throughout the study.

RESULT

Prevalence of stress and anxiety

Table 1 summarizes the prevalence of academic stress and anxiety across severity levels among boys and girls. It highlights that moderate-to-severe stress and anxiety are more common in girls compared to boys.

Table 1.

Prevalence of stress and anxiety

Category	Total (%)	Boys (%)	Girls (%)
Mild Stress	32	36	28
Moderate Stress	45	42	48
Severe Stress	23	22	24
Mild Anxiety	55	59	51
Moderate Anxiety	30	28	32
Severe Anxiety	15	13	17

Factors contributing to stress and anxiety

Table 2 represents the major factors contributing to academic stress and anxiety among the participants. Academic workload and fear of failure were the top stressors, while examination pressure and peer competition were significant anxiety contributors.

Table 2.

Factors contributing to stress and anxiety

Factor	Stress Prevalence (%)	Anxiety Prevalence (%)
Academic Workload	75	-
Fear of Failure	60	-
Parental Pressure	48	-
Examination Pressure	-	65
Peer Competition	-	55
Lack of Social Support	35	40

Gender-based differences and predictors

Table 3 highlights gender-based differences in academic stress and anxiety scores, along with significant predictors identified through regression analysis. Girls consistently exhibited higher scores and were more impacted by examination pressure, while academic workload was a significant predictor for boys.

Table 3.

Gender-based differences and predictors

Parameter	Boys (Mean±SD)/OR	Girls (Mean±SD)/OR	P
Academic Stress Score	27.5±6.8	31.2±7.1	<0.01
Anxiety Score (GAD-7)	8.1±2.3	9.3±2.5	<0.01
Academic Workload (Predictor)	2.5 (95% CI: 1.8–3.5)	-	<0.01
Examination Pressure (Predictor)	-	2.8 (95% CI: 1.9–4.0)	<0.01

DISCUSSION

This study reveals a high prevalence of academic stress (68%) and anxiety (45%) among school-aged children, highlighting the significant burden of educational pressures. Girls exhibited higher levels of both stress and anxiety compared to boys, underscoring the need for gender-sensitive mental health interventions.[6] Key contributors to stress included academic workload, fear of failure, and parental pressure, while examination pressure and peer competition were significant predictors of anxiety.[7] These findings emphasize the importance of addressing both academic and personal factors to mitigate mental health challenges in students. Multivariate regression identified academic workload and examination pressure as the strongest predictors, reinforcing the need for workload management and supportive educational policies.[8] The findings align with prior research, underscoring the global nature of these challenges. However, the study uniquely highlights the compounded impact of peer competition and lack of leisure activities, necessitating balanced academic and extracurricular programs.

CONCLUSION

Academic stress and anxiety are pervasive issues among school-aged children, driven by workload, examination pressure, and lack of social support. Girls are particularly vulnerable, requiring tailored mental health strategies. The results call for immediate implementation of interventions such as workload management, counseling services, and balanced extracurricular programs. Schools and policymakers must collaborate to create supportive environments that prioritize students’ mental health and well-being.

Conflicts of interest

There are no conflicts of interest.

Funding Statement

Nil.