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INTERNATIONAL JOURNAL OF CREATIVE RESEARCH THOUGHTS - IJCRT (IJCRT.ORG)
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A Comprehensive Review of Anxiety Trends and Coping Mechanisms Among Students in Educational Institutions.
Authors
Shweta Swaroop,Divya Dadwal,Anushika Sharma,Unbreen Hamid,Anmoljot singh
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Keywords
Student Anxiety, Coping Mechanisms, Academic Stress, Mental Health Interventions, Educational Institutions
Abstract
Introduction: Anxiety has emerged as one of the most widespread mental health challenges among students in schools, colleges, and universities worldwide. Rising academic pressure, social competition, family expectations, financial stress, and the growing influence of digital media have all contributed to increasing anxiety levels, further intensified by the shift to online learning during the COVID-19 pandemic. Left unaddressed, this anxiety undermines students' academic performance, emotional well-being, and overall quality of life. This review examines anxiety trends among students, identifies the primary contributing factors, and evaluates the coping mechanisms and interventions available to manage it.
Materials and Methods: This review takes a systematic approach to synthesizing existing literature on student anxiety and coping strategies, covering peer-reviewed journal articles published between 2000 and 2024. Studies were included if they examined student anxiety within academic settings and offered quantitative or qualitative analysis of coping strategies; opinion pieces, non-peer-reviewed material, and studies addressing anxiety outside academic contexts were excluded. Literature was drawn from PubMed, PsycINFO, Scopus, Web of Science, and Google Scholar.
Discussion: The review finds that anxiety among students varies by gender, age, and educational system, with female students, first-year college students, and those in high-pressure academic cultures (such as China and India) reporting particularly elevated levels. Academic expectations, peer and family pressure, financial strain, and social media use emerge as consistent drivers across contexts. A range of coping strategies show effectiveness, including traditional techniques (relaxation, time management, peer support), institutional interventions (counseling access, mindfulness curricula, flexible assessment policies), psychological therapies (CBT, MBSR, exposure therapy), and digital tools (mental health apps, teletherapy, AI chatbots). No single approach proves sufficient on its own; the literature instead points toward integrated, multi-level strategies combining individual, institutional, and technological support.
Conclusion: Addressing student anxiety effectively requires a holistic, collaborative approach involving students, educators, institutions, families, and policymakers. Educational systems should move away from high-pressure, performance-centric models toward more supportive, mental-health-conscious frameworks. Continued research, evidence-based policy, and accessible mental health resources will be essential for building learning environments where students can thrive both academically and personally.
IJCRT's Publication Details
Unique Identification Number - IJCRT2608327
Paper ID - 312789
Author type - Indian Author
Page Number(s) - d54-d73
Pubished in - Volume 14 | Issue 8 | August 2026
DOI (Digital Object Identifier) -
No Of Downloads - 18
Author Country - India, 140413, Mohali, Mohali, 140413, Life Sciences All
Publisher Name - IJPUBLICATION | www.ijcrt.org | ISSN : 2320-2882
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Shweta Swaroop,Divya Dadwal,Anushika Sharma,Unbreen Hamid,Anmoljot singh, "A Comprehensive Review of Anxiety Trends and Coping Mechanisms Among Students in Educational Institutions.", International Journal of Creative Research Thoughts (IJCRT), ISSN:2320-2882, Volume.14, Issue 8, pp.d54-d73, August 2026, Available at :http://www.ijcrt.org/papers/IJCRT2608327.pdf
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The International Journal of Creative Research Thoughts (IJCRT) aims to explore advances in research pertaining to applied, theoretical and experimental Technological studies.
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ISSN: 2320-2882 Impact Factor: 7.97 and ISSN APPROVED Journal Starting Year (ESTD) : 2013
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