This study investigated the relationship between stress, coping mechanisms, and academic performance among elementary school children in selected elementary schools in costal districts of Odisha, India. Using a quantitative descriptive-correlational design, the researchers surveyed 130 randomly selected children from five public schools through a validated self-made questionnaire. The instrument assessed stress across time management, task-related, physical, emotional, and psychological aspects; coping mechanisms in the same domains; and students’ academic performance based on first grading results. Findings revealed that children experienced moderate stress levels overall (M = 2.61), with the task-related aspect showing the highest stress and the psychological aspect the lowest. In terms of coping strategies, children demonstrated moderate to high coping mechanisms (M = 3.34), particularly in physical and emotional aspects, indicating their ability to manage stress effectively. Academic performance was generally at a proficient to approaching proficiency level. The results suggest that while children encounter moderate stress, they employ effective coping strategies that help maintain satisfactory academic outcomes. The study emphasizes the importance of strengthening support systems—through teachers, parents, and school programs—to nurture the young minds to manage stress and enhance academic performance.
Sethi et al. (Thu,) studied this question.