| dc.description.abstract | Background:
Mental well-being is essential for the intellectual development, emotional health, and academic
success of children. Growing academic expectations, home life, peer pressure, and increased
exposure to the digital world, however, have together contributed to higher mental illness in
school-going children. Anxiety, depression, and psychological distress are increasingly
prevalent, further fueled by bullying, cyberbullying, and societal stigma.Schools play a vital role
in the mental health of children, yet the majority of them are not adequately resourced for
support.
Therefore, the current study aims to explore the relationship between academic stress and mental
health in school-going students, considering various contributory factors.
Methodology:
The current study employs a cross-sectional design to assess the prevalence and determinants of
mental health status in school-going students in Chattogram. A multi-stage sampling technique
was employed, with schools randomly selected, followed by stratified random sampling for
representation across various academic levels and disciplines. The study aims at high school
students, with a required sample size of approximately 385 individuals, determined using
statistical methods to ensure adequate analytical power. Data collection emphasizes voluntary
response and informed consent, maintaining ethical standards.
Result:
Study findings recognize prevailing socio-demographic characteristics, physical activity,
substance use, injury experiences, and mental illness among 13 to 17-year-old female students in
Chattogram. Most of them were from Grade 8 (49.3%), and parents of varying educational
attainment. The higher proportion of the respondents (86.7%) were physically active, although
sedentary behavior dominated. Smoking and alcohol drinking were not prevalent, with high peer
resistance towards alcohol consumption. Although they experienced only minor fights or
physical altercations among most of the students, a few (6.7%) had been subject to bullying
incidents, and (32%) of them felt they were lonely. Thirty-two percent also had insomnia due to
worrying, and (1.3%) had also thought about committing suicide. Such facts underscore direct
intervention for students' mental wellness and promoting a healthier lifestyle.
Conclusion:
Finally, mental health plays an important role in the overall well-being and academic
performance of children. Increasing academic, social, and technological pressures are the cause
of increasing mental issues like anxiety, depression, and stress among school-going children.
While environmental factors like the home and the peer group have some role to play in
emotional health, the lack of adequate support networks in schools aggravates the issue. It
advocates for the concerted efforts of families, schools, and communities to provide better
resources, promote greater awareness, and support environments that improve children's mental
health. | en_US |
