Impact of Adolescence Anxiety on Education: Adaptation of Copy-Cat Program For Better Learning

Abstract

Background: Anxiety is a common mental health problem among adolescents and is associated with impaired academic performance, social functioning, and well-being. There is a need for contextually relevant evidence-based interventions for school populations. Objective: To assess the prevalence and impact of anxiety symptoms on academic functioning among adolescents and to explore the feasibility and preliminary effectiveness of the Coping Cat Program (CCP). Methodology: This two-phase study was conducted in Karachi, Pakistan. Phase 1 included a cross-sectional survey of 247 adolescents aged 12–17 years. Anxiety and functional impairment were assessed using the GAD-7 and Work and Social Adjustment Scale, along with demographic, family, and academic variables. Phase 2 involved a pilot feasibility study in which six adolescents with severe anxiety participated in a 16-session Coping Cat cognitive behavioral intervention. Pre- and post-intervention outcomes were analyzed descriptively, and effect sizes were calculated. Results: Of participants, 67.2% were female and 32.8% male. Overall, 55.87% reported anxiety symptoms, with a mean GAD-7 score of 13.25 ± 3.92. Higher anxiety was associated with increased screen time and academic stress. In the pilot intervention, preliminary improvements in anxiety and functioning were observed, with moderate to large effect sizes indicating positive changes. Conclusion: Anxiety is highly prevalent among adolescents and affects academic functioning. The Coping Cat program shows potential feasibility and benefit; however, findings are preliminary and require confirmation through larger controlled studies.