EDUCATION AMONG RURAL DISADVANTAGED CLASS GIRLS: A STUDY ON SCHOOL ADJUSTMENT AND ACADEMIC PERFORMANCE

The present study aimed to explore the relationship between stress management and academic achievement among secondary school students in Telangana State. In today's fast-paced educational environment, students are increasingly exposed to various stressors that can impact their emotional well-being and academic performance. Understanding how students manage stress and how it influences their academic success is crucial for developing effective educational practices. The study adopted a descriptive survey method and was conducted on a sample of 200 Class IX students, equally selected from government and private schools, and from urban and rural locations within the Medchal–Malkajgiri district of Telangana. The Stress Management Inventory developed by researcher himself was used to assess students’ stress management skills, and their final examination scores were used as indicators of academic achievement. The data were analyzed using descriptive statistics, t-tests, and Pearson’s correlation. The findings revealed significant differences in both stress management and academic achievement with respect to gender, type of school, and location. Boys, government school students, and urban students demonstrated better stress management skills. In terms of academic achievement, boys, private school students, and urban students performed better. Most notably, a moderate positive correlation was found between stress management and academic achievement, suggesting that students with higher stress management skills tend to achieve better academic results. The findings have important implications for teachers, parents, and policymakers in shaping a student-centered, emotionally supportive educational environment. Keywords: Stress management, Academic Achievement, Gender, Type of School, location of the school.