Reshu Reshu, Surendra Kumar, Ashutosh Rathi
As schools reopened following COVID-19 disruptions, adolescents—particularly those in their final years of schooling—faced renewed academic pressures and psychological challenges. This highlights the pressing need to assess their well-being in the immediate post-pandemic context. This study investigated academic stressors and their links to exam anxiety among upper secondary school students ( N = 218, aged 15–18 years) in India after the resumption of classroom learning during the 2022–23 academic year. A descriptive, cross-sectional design was employed using the Students' Academic Stress Scale, the Adolescent Stress Questionnaire, and the Student Examination Anxiety Test. Over one-third of students reported high stress levels, with key stressors such as fear of failure and future uncertainty affecting nearly half of the participants. Academic stress showed a strong positive correlation with both adolescent stress and exam anxiety. Additionally, teacher–student relationships and teaching methods were strongly associated with stress linked to school performance and fear of failure , as well as with exam anxiety. These findings underscore the urgent need to support students' psychological well-being, especially during the critical phase of upper secondary schooling. Addressing teaching practices and career-related concerns, along with integrating stress management strategies (e.g., yogic practices) into the curriculum, may promote both well-being and academic success. • Over one-third of upper secondary school students face high stress, with nine in ten reporting moderate to high levels. • Primary stressors are fear of failure, future uncertainty, teacher–student interaction, and teaching methods. • Students facing board exams show greater stress and exam anxiety, with urban students reporting higher anxiety levels. • Teacher-related factors related closely to key stressors and exam anxiety, highlighting their in student well-being.