Perceived Academic Stress and Its Correlates Among Secondary School Adolescents in Kathmandu, Nepal

Abstract Background Academic stress, defined as failure to meet academic demands despite adaptation efforts, is a global concern. It affects an estimated 10%–30% of students, compromising academic performance, psychological well‐being, and overall health. Aim To assess perceived academic stress and its correlates among secondary school adolescents in Kathmandu, Nepal. Methods In 2024, a cross‐sectional study was conducted in six selected private secondary schools in Kathmandu Metropolitan City, Nepal. A total of 353 students participated in this study. Perceived academic stress was measured using the validated Perception of Academic Stress (PAS) scale via self‐administered questionnaires. Data analysis employed descriptive statistics, one‐way analysis of variance (ANOVA), and independent sample t ‐tests, with statistical significance set at p < 0.05. Normality was assessed using the Shapiro–Wilk test and Q – Q plots. Results The prevalence of high academic stress was 46.7% (95% confidence interval CI: 41.4%–52.1%). The overall mean stress score was 52.58 ± 8.87 (range: 22.00–81.00). Among the PAS subscales, faculty workload and examinations had the highest mean score (22.22 ± 4.77). Male students reported significantly higher stress levels than female students (54.25 ± 8.25; t = 4.43, p < 0.001). Counterintuitively, students who reported not being worried about their grades had significantly higher stress scores than those who were worried (58.42 ± 8.88; t = 7.09, p < 0.001). Conclusion Academic stress was highly prevalent among adolescents. Mitigation strategies should include adjusting faculty workload and examination demands, providing adequate preparation time, offering career guidance and realistic goal‐setting support, and enhancing social support systems.