ACADEMIC STRESS AND ANXIETY AMONG SECONDARY SCHOOL STUDENTS IN MINNA METROPOLIS: ROLES OF SCHOOL GUIDANCE AND COUNSELLORS SERVICES

Abstract

This study examined academic stress and anxiety among secondary school students in Minna Metropolis, with emphasis on the roles of school guidance and counsellors services in addressing these challenges. Academic stress and anxiety have become major psychological issues affecting students’ academic performance, emotional stability, and social adjustment. The study adopted a descriptive survey research design. A total of 200 students were randomly selected from five secondary schools in Minna Metropolis. Data were collected using a structured questionnaire titled “Academic Stress, Anxiety and Counselling Support Scale (ASA-CSS).” Descriptive statistics such as frequency counts, percentages, and mean scores were used for data analysis. Findings revealed that excessive workload, examination pressure, and poor time management were major causes of academic stress and anxiety. It was also found that school guidance and counsellors services play a significant role in reducing students’ stress and improving coping strategies. The study recommends strengthening counselling units in schools and employing trained counsellors. The findings contribute to understanding the importance of psychological support systems in improving students’ academic well-being.