This qualitative study investigated the coping mechanisms employed by selected students at Tiwi Community College in managing academic stress during the school year 2024–2025. Guided by a phenomenological approach, the research sought to answer four sub-problems: the types of academic stress experienced, the coping strategies utilized, the factors influencing stress, and the development of a coping mechanism model. Data were collected through interviews with ten participants and analyzed using coding, theme identification, and mamboing. Three major themes emerged: academic stress, coping mechanisms, and influencing factors. The first theme highlighted stressors such as heavy workloads, time constraints, and performance expectations. The second theme revealed coping strategies including effective time management, reliance on social support networks, and spiritual practices. The third theme identified personal, institutional, and environmental factors that shaped students’ stress experiences. Findings show that while students face significant academic challenges, they demonstrate resilience through adaptive coping strategies that sustain their motivation to pursue higher education. Social and spiritual support systems, alongside personal discipline, play a crucial role in mitigating stress and fostering persistence. The study proposes a coping mechanism model that integrates these strategies with institutional support, emphasizing the importance of holistic interventions to address academic stress. By capturing the lived experiences of students, this research contributes to a deeper understanding of how learners navigate academic pressures and highlights the need for responsive educational practices that promote well-being and academic success.
ELTO C. BORBOR (Sat,) studied this question.