28-March-2026

In recent years, conversations about student mental health have become more common, especially as students face increasing academic pressure, busy schedules, and social expectations. Many students report feeling overwhelmed by school responsibilities while also trying to balance extracurricular activities, personal relationships, and future goals. Because of these challenges, it is important to better understand how students themselves experience stress and mental health struggles. To do this, I conducted a survey that helped answer the question “What are the primary sources of stress among students, and how do these stressors affect their mental health, motivation, and use of support systems?”. This survey was conducted to gather firsthand perspectives from students about the types of stress they face, how these pressures affect their daily lives, and what kinds of support systems they rely on when they are struggling. The goal of the survey was not only to identify common challenges but also to explore what changes students believe could help improve mental health within school environments.

The survey collected data from 46 students, predominantly high school students in grades 10–12 with a smaller number of college students. The respondent group was also majority female, with additional representation from male students and those who preferred not to disclose.

One of the clearest patterns in the responses was the strong impact of academic stress. About 70–75% of respondents reported feeling overwhelmed by schoolwork frequently or almost always, suggesting that the combination of schoolwork and extracurricular commitments often pile up and become overwhelming. Compared to other possible stressors, this made academic stress the most commonly reported issue in the survey, indicating that the structure and workload of school may play a pivotal role in shaping students’ mental health experiences.

In addition to academic pressure, many students reported struggles related to energy and motivation. Around 60–65% of respondents reported frequently experiencing low energy or lack of motivation. Additionally, about 55–60% indicated a noticeable loss of interest in activities they once enjoyed. This pattern suggests that stress may not only affect students emotionally but may also influence their daily functioning, including their ability to stay engaged with school, hobbies, and social activities. Feelings such as loneliness or negative self-perception were also present in the responses, although they appeared somewhat less frequently than stress related to workload and burnout. Interestingly, conflicts with friends or personal relationships were reported less often, which may indicate that internal stress and exhaustion play a larger role than interpersonal conflict for many students.

The survey also asked students about how they seek help when they are struggling. The responses showed a mixed pattern. 65–70% of respondents indicated they had sought support from friends or family, suggesting that informal support systems play an important role. On the contrary, only about 25–30% reported using formal resources such as counselors or mental health services. In fact, over 70% of respondents said they often notice their peers struggling with similar issues. Students seem to be very aware of mental health challenges among their peers, even if they do not always seek professional help themselves.

The open-ended responses provided some of the most insightful information in the survey. Over 80% of responses referenced academic workload, sleep, or school-related pressures in some way. When asked what changes might improve student mental health, many respondents mentioned similar ideas. A large number of students suggested reducing academic workload, limiting the amount of homework, or adjusting school schedules to allow more sleep. Others emphasized the importance of having better access to counselors and mental health resources in schools. Several also mentioned that students would like adults, teachers, and school systems to show more understanding and empathy toward the pressures students face.

However, when asked whether they believed meaningful improvements would happen soon, many students expressed uncertainty or skepticism. About 60–65% of respondents selected ‘somewhat likely’ or ‘not likely at all’ when asked if they predicted meaningful changes to occur within the next year. This suggests that while students have clear ideas about what could help improve their well-being, they are not always confident that these concerns will lead to real changes in their environments.

These findings matter because they highlight a stark gap between the level of stress students are experiencing and the support systems currently in place to address it. The results suggest that without meaningful changes to academic expectations and access to mental health resources, many students may continue to struggle with burnout and low motivation. Understanding these patterns is important for developing more effective strategies to support student well-being. Overall, the survey results highlight several important themes, including the strong role of academic pressure in student stress, the impact of burnout and low motivation on daily functioning, and the importance of peer and family support. While the survey has some limitations, such as relying on self-reported responses and a relatively small sample size, it still provides useful insight into how students are currently experiencing mental health challenges. I would appreciate your feedback on how best to build on these findings and what direction you think would be most useful for the next phase of the project.