Abstract

The academic stress experienced by high school students in Vietnam has become a significant concern in the education system. This cross-sectional research aimed to examine the factors contributing to educational stress among Vietnamese high school students. A structured questionnaire was administered to 376 high school students, focusing on aspects such as study pressure, worry about grade, despondency, self-expectation, and workload. Descriptive analyses were conducted to gain insights into the students’ perceptions of academic stress. The results revealed that high school students in Vietnam face substantial stress due to the pressure to excel in exams, meet high academic standards, and secure future educational and career opportunities. The highest levels of stress are associated with concerns about parental expectations (M = 3.53, SD = 1.23), feeling pressure in daily studying (M = 3.50, SD = 1.24), and lacking confidence in academic scores (M = 3.47, SD = 1.27). The findings highlight the urgent need for targeted interventions and support systems to address educational stress among high school students in Vietnam. Collaborative efforts among educators, parents, and policymakers are essential to implement stress management programs and promote mental health awareness in schools. Creating a positive and supportive learning environment, providing stress management tools and resources, and prioritizing students’ overall well-being are crucial steps in alleviating academic stress. By taking proactive measures, educators and policymakers can create a more conducive and nurturing academic environment for high school students.