MANAGING STRESS IN SECONDARY 3

By Good School Learning Hub

Over the years, many upper secondary students have described a similar feeling: school starts to feel heavier, even when they are trying their best. Parents often notice changes too — increased irritability, tiredness, or a child who seems constantly “on edge.” This stress does not usually come from one subject or one exam, but from the accumulation of expectations over time.

What we commonly observe is that upper secondary brings fewer pauses. Topics move quickly, assessments come closer together, and students are expected to manage their time more independently. Even capable students can feel stretched when there is little space to recover between tests. Stress builds quietly when students feel they are always catching up, never fully settled.

Another pattern is internal pressure. As students become more aware of academic stakes, they begin to place expectations on themselves. Small mistakes feel bigger, and results carry more emotional weight. When effort does not translate immediately into improvement, students may start worrying not just about grades, but about whether they are “doing enough.”

Stress also increases when routines are unclear. Many students work hard but without structure, studying reactively rather than steadily. This creates a cycle where revision feels urgent and exhausting, reinforcing the sense that school is overwhelming rather than manageable.

What tends to help is restoring a sense of control. Clear routines, realistic expectations, and regular consolidation reduce uncertainty. Parents can support this by focusing conversations on process — how a child is coping and adjusting — rather than reacting strongly to every result. When students feel supported rather than monitored, stress often becomes more manageable.

Further thoughts:

Stress in upper secondary is common and does not mean a student is failing to cope. It reflects a period of adjustment to higher demands and greater responsibility. With stable routines, guidance, and reassurance, most students learn to manage stress more calmly and approach their studies with greater confidence.