STRESS AND COPING MECHANISMS AMONG DIFFERENT PROFESSIONS: A SYNTHESIS OF LITERATURE ON ACADEMIC, PSYCHO-SOCIAL, AND ENVIRONMENTAL STRESSORS

DOI: https://doi.org/10.56815/IRJAHS/2025.V2025I2.28-34

Abstract

The transition through educational levels, particularly the shift from high school to higher education (Madebo et al., 2016), subjects students to escalating academic, social, and personal demands, frequently resulting in significant levels of stress. This paper presents a synthesis of 35 research studies conducted primarily between 2006 and 2016, aiming to categorize and analyze the documented prevalence, primary sources, and associated factors of stress among diverse student populations, including high school, secondary, undergraduate, medical, dental, and nursing students. The systematic literature review reveals that academic stressors consistently emerge as the most common contributing factor across all cohorts, specifically citing vast syllabi, fear of failure (Sultana, 2015), high workload (Joseph & Ongori, 2009), meeting assignment deadlines, and frequency of examinations (Mehta, 2014). Students in private high schools and those whose fathers worked in defense services were found to have higher perceived stress scores in some studies (Ghosh, 2016; Das & Chaco, 2016). Furthermore, the period of highest stress intensity often correlates with specific stages of study, notably the transition into first year (Madebo et al., 2016) and the third or final undergraduate year for professional courses like nursing (Bilala & Bilali, 2013; Abdullah et al., 2015; Marcela et al., 2012). Psycho-social and environmental factors significantly exacerbate academic pressure, including high parental expectations (Mehta, 2014; Sarita & Sonia, 2015), financial problems (Pariat et al., 2014), insufficient social support (Madebo et al., 2016), and the fear of unemployment post-graduation (Marcela et al., 2012). The symptoms reported are critical and diverse, encompassing poor concentration, headaches, sleep problems (Ranade, 2015; Kalagi Shah et al., 2015), and, alarmingly, indications of severe psychological morbidity such as depression, pessimism (Nagaraja et al., 2015), and self-harm ideation. While effective coping strategies included listening to music and talking to family (Pariat et al., 2014; Mazo, 2015), unhealthy coping mechanisms, such as substance use among male students (Michael et al., 2006; Jayakumar, 2014), highlight the urgent need for comprehensive, integrated interventions. Recommendations across the literature consistently call for the implementation of supportive learning environments, stress management workshops, mentor-mentee programs, and broad psychiatric screening.