Psychological Well-Being and Academic Stress: A Study of Secondary School Students in Patna

Adolescence is a period marked by developmental transitions, academic challenges, and heightened psychological vulnerabilities. The present study investigated the relationship between psychological well-being and academic stress among secondary school students in Patna, with special focus on gender and rural–urban differences. A total of 111 students from classes IX and X were selected through random sampling. Standardized tools, including Ryff’s Psychological Well-Being Scale and the Academic Stress Scale, were administered, supplemented by in-person and online interviews. Descriptive statistics (mean, SD, frequency, percentage) were computed, and independent samples t-tests were conducted to compare psychological distress and coping strategies between male and female students, as well as rural and urban groups. Findings revealed moderate levels of psychological distress overall, with female students reporting significantly higher distress than males (p < 0.05). Urban students also demonstrated higher distress scores, whereas rural students reported stronger social support and greater reliance on active coping strategies. These patterns suggest that both gender and socio-cultural context play crucial roles in shaping stress experiences. The implications extend to school mental health initiatives, which should incorporate gender-sensitive counseling and context-specific support programs. Moreover, the study highlights how perceived stigma in academic settings mirrors stigma processes observed in health psychology, including tuberculosis management, where social judgments impede help-seeking. Addressing stress through integrated school and community interventions may enhance resilience and well-being among adolescents in transitional educational environments.