Addressing Academic Stress in Secondary Education: A Systematic Review of Intervention Approaches and Related Outcomes

Abstract

Background/Objectives: Academic stress is associated with a range of adverse psychological and educational outcomes among secondary school students, yet evidence on interventions addressing academic stress and related academic demands remains heterogeneous. This systematic review aimed to synthesise this evidence and examine the intervention approaches, delivery modalities, and outcomes reported. Methods: The review followed PRISMA 2020 guidelines and was registered in PROSPERO (CRD420261476775). Web of Science, Scopus, PsycINFO, and PubMed were searched for studies published between 2015 and 2026, with the final search conducted on 12 August 2026. During full-text eligibility assessment, the registered outcome criterion was expanded to include related psychological or educational outcomes in studies addressing academic demands; this post-registration deviation is reported explicitly in the review. Two reviewers independently screened studies, and methodological appraisal was conducted using JBI and MMAT tools. Given the heterogeneity of study designs, interventions, outcomes, and effect-size metrics, findings were synthesised narratively. Results: Eighteen studies were included. Five intervention approaches were identified: socio-emotional and life-skills programmes (n = 4), cognitive-behavioural and rational-emotive interventions (n = 5), mindfulness- and acceptance-based interventions (n = 4), stress-management and mindset interventions (n = 3), and organisational approaches (n = 2). Academic or school-related stress was assessed directly as an intervention outcome in four studies, while the remaining 14 examined related psychological and educational outcomes and constituted a secondary, non-comprehensive extension of the evidence base. Favourable findings were reported across several intervention approaches, but effects varied according to the outcome assessed, and direct evidence for academic or school-related stress was less consistent than evidence for related psychological and educational outcomes. Most interventions were delivered face-to-face, while evidence on digital, blended, and organisational approaches was limited. Conclusions: The available evidence suggests that several intervention approaches may be useful for addressing academic stress or related responses to academic demands among secondary school students. However, direct evidence for academic or school-related stress remains limited and heterogeneous, and differences in study designs, measures, and effect-size metrics preclude conclusions about the comparative superiority of any one approach.