Scenario of academic stress in late adolescent girls of Kanpur Nagar

Academic stress has become a pressing global concern, particularly among adolescents navigating the crucial developmental phase of late adolescence. Girls between the ages of 15 and 19 are especially vulnerable to stress due to a convergence of academic demands, developmental changes, and socio-cultural expectations. This study examined the relationship between academic stress, academic performance, and mental well-being among late adolescent girls in Kanpur Nagar, Uttar Pradesh. A cross-sectional descriptive survey design was employed, with a purposive random sample of 120 students. Academic stress was assessed using a 30-item self-report scale across five domains, while academic performance and mental well-being were measured using standardized 10-item Likert type 3-point rating scale. Data collection was conducted personally with the help of structured schedule. Collected data were calculated, analysed and interpreted in the light of objectives. Statistical techniques like rank order, percentage, arithmetic mean were used to analyse the data. Findings show that academic stress is a constant presence in the lives of late adolescent girls, shaping not just how they learn but also how they feel and cope each day. Many reported struggling to concentrate, solve problems, and stay motivated, while also carrying heavy fears of failure and pressure from parents and teachers. Stress was not only felt emotionally but also showed up physically through headaches, nervousness, and disturbed sleep, and socially through irritability and withdrawal from peers. Although a small amount of stress sometimes helped students stay focused, too much of it disrupted higher-level skills like applying concepts, organizing study habits, and performing well in exams. Findings also reveal that mental well-being with workload, exhaustion, and poor sleep affected their mental well-being. These findings make it clear that academic stress affects almost every part of a student’s life, and that helping adolescent girls requires more than academic support alone it calls for counselling, supportive classrooms, and stronger family and community involvement to protect both learning and mental health.