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.