School Climate and Academic Stress Among Senior High School Students: An Explanatory Sequential Mixed Methods Study
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Abstract
School climate is considered an important factor in students' academic experiences and well-being, yet its influence on academic stress remains unclear in the Philippine context. This explanatory sequential mixed methods study examined the relationship between school climate and academic stress among 80 senior high school students in selected public schools in Kidapawan City, with qualitative interviews involving 10 students to explain the quantitative findings. Results showed that both perceived school climate (*M* = 4.06) and academic stress (*M* = 4.06) were high; however, school climate did not significantly predict academic stress (β = −0.028, *p* = .693). Qualitative findings indicated that students' stress was driven mainly by heavy workloads, time constraints, performance expectations, and personal and family pressures rather than the school climate. The study concludes that while a positive school climate promotes support and well-being, comprehensive interventions addressing academic demands and psychosocial needs are necessary to reduce students' academic stress.
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