Educational Measures to Reduce Stress Among Grade 12 Students

Abstract

This study aims to identify the current situation of stressors and coping responses among Grade 12 students and, based on these findings, propose educational measures to reduce stress. A quantitative survey was conducted with 288 students using a questionnaire assessing four categories of stressors (academic, family, peer/social, and personal) and four domains of coping responses (physiological, emotional, positive behavioral, and avoidant). Descriptive statistics were used to analyze mean scores and rank orders. The findings showed that the most prominent academic stressor was fear of failure in important examinations (M = 4.6), while parental expectations regarding academic achievement represented the strongest family-related stressor (M = 4.7). Worry about being compared with others (M = 4.1) and worry about the future (M = 4.5) were also major sources of stress. Students predominantly used adaptive coping strategies, especially resting when fatigued, positive reappraisal, task planning, and breaking tasks into manageable parts; however, sufficient sleep, emotional expression, help-seeking, healthy recreation, and the avoidance of distraction-based coping remained limited. Based on the identified current situation, the study proposes educational measures focusing on: stress awareness and early identification; time-management and study-organization skills; emotional awareness and regulation; self-care and healthy routines; help-seeking and school counseling; family–school coordination to reduce excessive achievement pressure; career guidance and future planning; and the development of a psychologically supportive school environment. The findings provide a practical basis for designing school-based stress-reduction activities for students during the final year of secondary education.