Academic Stress and Coping Strategies Among Senior Secondary Students in Osun State

This study examines the nature of academic stress and the coping strategies employed by senior secondary school students in Osun State, South West Nigeria. The pressure associated with the West African Senior School Certificate Examination continues to generate heightened anxiety among students in Nigerian secondary schools, particularly in the final year of study. Using a descriptive survey design, this research recruited 350 SS3 students from government and private schools in Osogbo, Ife, and Ilesa through stratified random sampling. Academic stress was measured using the Educational Stress Scale for Adolescents, and coping strategies were assessed using the Adolescent Coping Scale. Frequency counts, percentages, and Pearson correlation analyses were applied to the data. Results show that examination pressure, workload, and fear of poor results are the leading sources of academic stress in the sample. Problem-focused coping strategies, including time management, seeking teacher assistance, and study group participation, were more prevalent among students with higher academic performance. Avoidant coping, such as procrastination and withdrawal, was associated with poorer examination outcomes and higher depressive symptoms. The study recommends that school counsellors in Osun State implement structured stress management workshops for SS3 students and that examination bodies consider complementary assessment formats to reduce examination-induced anxiety. Keywords: academic stress, coping strategies, senior secondary students, Osun State, examination pressure.