Understanding Academic Pressure Among Junior High School Students: A Qualitative Case Study

Abstract

Academic pressure has become an increasing concern among secondary school students as rising academic demands may affect their psychological well-being and learning experiences. This study explored the lived experiences of junior high school students regarding academic pressure in a public secondary school in the Philippines. Specifically, the research examined students’ perceptions of academic expectations, the emotional and psychological effects of academic stress, and the coping strategies they employ to manage academic challenges. A qualitative case study design was employed to obtain in-depth insights into students’ experiences. Twenty-four junior high school students from Grades 7 to 10 participated in the study, with six students selected from each grade level using stratified random sampling. Data were collected through semi-structured interviews consisting of open-ended questions. The interviews were audio-recorded, transcribed, and analyzed using thematic analysis following the procedures proposed by Braun and Clarke. Findings revealed five major themes: academic stress and student performance, emotional intelligence and academic well-being, emotion regulation and coping strategies, motivation and learning outcomes, and mental health and academic pressure. Results indicate that heavy workloads, high academic expectations, and time constraints were the primary sources of stress among students. However, emotional intelligence, social support, motivation, and adaptive coping strategies helped students manage academic pressure effectively. The findings highlight the importance of supportive school environments, mental health awareness, and guidance programs that promote both academic achievement and student well-being.