Stress Level of University Students Who Passed their Senior Secondary from State Board in Comparison to Other Boards

Background: University life introduces academic, social, and linguistic challenges that may elevate stress levels among students. In India, diverse schooling backgrounds, particularly state versus central boards, influence students? preparedness and adaptability to university education. Objective: To assess and compare stress levels among university students who completed their senior secondary education under state boards versus other educational boards. Methods: A cross-sectional online survey was conducted among 99 undergraduate students (aged 18?21 years) at Maharishi Markandeshwar Institute of Physiotherapy and Rehabilitation. A validated 16-item questionnaire assessed academic and psychosocial stress using a 4-point Likert scale. Stress levels were categorized as mild, moderate, or high. Results: State board students reported higher stress levels, particularly regarding language barriers, self-confidence during peer interactions, and difficulty adapting to the English-medium curriculum. Over one-third consistently experienced anxiety in social and academic settings. Academic stress significantly impacted mental and physical health, contributing to reduced participation and emotional distress. Conclusion: Students from state boards face greater academic and psychosocial stress during the transition to university life. Universities should implement targeted interventions, including language bridging, mentorship programs, and stress management workshops, to support their integration and well-being.