Current Situation of Stress Management Among Grade 12 Students

Stress is a major public health concern among adolescents, particularly for Grade 12 students who face intense academic and social pressures. This study investigated stressors and coping responses among twelfth-grade students to identify patterns of stress management in this high-risk group. 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 applied to analyze mean scores and rank orders. The findings indicated that academic stress, especially fear of failure in high-stakes examinations, and family-related pressure from parental expectations were the most salient stressors. Peer-related stress was primarily associated with social comparison and the need for acceptance, while personal stress was driven by worries about the future and self-imposed high expectations. Regarding coping responses, students predominantly employed adaptive strategies such as task planning, positive reappraisal, acceptance, and rest-based physiological regulation. Avoidant coping strategies were less frequently used, although moderate reliance on distraction through social media and unrelated activities was observed. These results underscore the importance of school-based interventions that strengthen emotional regulation, time management, self-care, and effective help-seeking skills to promote adolescents’ long-term psychological well-being.