Abstract

This study explores the intersection of mental health and academic pressure among high school students, focusing on the sources of stress and the coping strategies employed to manage these challenges. As academic demands increase, students often experience heightened anxiety, depression, and burnout, which can adversely affect their mental well-being and academic performance. Through a mixed-methods approach, this research examines the relationship between perceived academic pressure, mental health outcomes, and the effectiveness of various coping mechanisms. Surveys and interviews were conducted with a diverse sample of high school students to gather qualitative and quantitative data. The findings reveal that while many students experience significant stress related to academic expectations, those who utilize adaptive coping strategies—such as problem-solving and seeking social support—report better mental health outcomes compared to those relying on maladaptive methods like avoidance and rumination. The study highlights the importance of fostering resilience and promoting effective coping strategies within educational settings to mitigate the adverse effects of academic pressure on mental health. Recommendations for schools and mental health professionals are provided to create supportive environments that prioritize student well-being alongside academic achievement.