SCHOOL COUNSELORS’ STRATEGIES FOR REDUCING ACADEMIC STRESS

Abstract

Academic stress is experienced when students believe the demands of their studies outstrip their abilities or resources. Long-term stress has a negative effect on academic performance and may initiate emotional and behavioral problems, which could result in mental health issues like anxiety, burnout, and low motivation. Therefore, this study aims to investigate a multi-layered approach to explore how school counselors can play a significant role in reducing academic stress among students by systematically examining theoretical foundations, assessment instruments, and effective interventions tested within educational settings. The narrative review methodology synthesized national and international sources on academic stress, assessment instruments (such as the ESSA), cognitive-behavioral therapy, mindfulness practices, group coaching, peer support programs, and school-family partnership approaches. Research findings support that a multi-level support system increases overall effectiveness in dealing with stress when approached promotively, preventively, and curatively. Evidence-based practices have been listed, which decrease the level of stress and improve the resilience, self-regulation, and overall well-being of students, such as psychoeducation about study skills, cognitive-behavioral counseling, mindfulness and relaxation techniques, training in time management, mentoring from peers, and referral in collaboration. Helpful suggestions are also put forward in this essay, specifically for school counselors in Indonesia, related to ethical issues in the delivery of counseling services, optimization of resources, and cultural sensitivity. The novelty of this research is its integrative approach, putting together research from around the world with context-specific suggestions, especially aimed at improving the implementation of school counseling programs to address academic stress.