Coping With Student Stress

Stress among the young population is undeniably an increasing problem globally.  A comprehensive report on the mental health of children, adolescents, and caregivers, highlighting risk factors and social determinants by the UNICEF, suggests that six in ten Gen Z feel overwhelmed by news. Academic pressure, uncertainty about the future, family expectations and social comparison contribute significantly to this burden across South East Asia. 

In the Nepali context, these stressors are further intensified by competitive academic environments on the one hand and limited opportunities on the other, making student life increasingly demanding. In today’s world, students are often described in adjectives like stressed, overwhelmed, and on the brink of burnout. From our academic spaces to social media discussions, the portrayal has largely focused on rising mental health-related challenges. While the narrative is valid and urgent, it also raises an important question: are we only looking at one side of the story?

Most of the existing research and media centres on the negative consequences of stress. Anxiety, depression, emotional exhaustion and various maladaptive coping behaviours such as social withdrawal, excessive screen time and substance abuse are frequently highlighted. Although these are critical issues that deserve attention, an overemphasis on negative outcomes presents a somewhat incomplete and disempowering picture of students.

An important dimension of stress coping positively and adaptively is often overlooked. Coping mechanisms are not inherently harmful; their impact mostly depends on how an individual responds to stress. In fact, research has shown that moderate levels of stress, when managed effectively, can also enhance motivation, focus and learning among children.  Coping strategies are mostly divided into two types: maladaptive and adaptive.

Maladaptive behaviours such as avoiding problems, isolating oneself, or using substances may help reduce stress, but at the same time, can lead to negative effects on overall health in the long run. However, most discussions and studies widely recognise negative adaptations, overlooking an important dimension of adaptive behaviour.

Although adaptive coping strategies, which are equally important, receive far less attention, many students actively engage in these. Seeking support from peers and family, engaging in physical activity, participating in creative forms of expression such as art or music, practicing time management, taking mindful breaks, and focusing on diet patterns are all examples of healthy coping. Studies find that students using adaptive coping strategies show better self- regulation and higher resilience.

Despite this, positive coping is under shadowed in both academic literature and public conversations. By focusing predominantly on distress, we are overlooking students' capacity for resilience and growth. This imbalance not only limits our understanding of student mental health but also restricts the kind of solution we promote as a whole. Promoting adaptive coping mechanisms is not just about individual well-being but also acts as a preventive strategy. Strengthening positive coping skills can reduce the long-term burden of mental health disorders and contribute to healthier communities. A collective effort by educational institutions, families and policy makers plays a crucial role in shifting the approach from reactive treatment to proactive empowerment.

Stress may be an inevitable part of student life but how it is managed makes all the difference. So instead of only asking why students are stressed, it is equally important to ask how they are coping and how we can create a supportive environment for them. Moving beyond the traditional one-dimensional narrative of stress and acknowledging the role of positive coping, we can foster a more balanced, hopeful and effective approach to mental health - one that recognises challenges but also strengthens the capacity to overcome them.