Academic Pressures and Aggressive Behaviors of Students in Public Secondary Schools

Education is a cornerstone of societal development, shaping the future of individuals and communities. However, the academic environment can sometimes exert significant pressure on students, leading to various behavioral outcomes. In recent years, the educational landscape has witnessed a significant increase in academic pressures faced by high school students globally. These pressures stem from various sources, including high-stakes assessments, parental expectations, and the competitive nature of modern education systems (Ga-as et. al, 2023).
High school students in public schools are not immune to these pressures. Academic pressure among students has emerged as a critical concern in public secondary schools, as the demands for high academic performance can overwhelm students and contribute to stress-related issues. When students face persistent pressure to excel, they often experience heightened levels of anxiety and frustration which can manifest in aggressive behaviors. Students face numerous challenges including high academic expectations, peer competition, and the pressure to excel in both academic & extracurricular activities. Understanding the link between academic pressure and aggression is crucial to developing effective strategies that promote a healthier educational environment (Kaur, 2024).
Globally, the impact of academic pressure on student behavior has been widely documented. A systematic review published in the Journal of Affective Disorders by Steare, Thomas et. al. (2023), highlighted a strong association between academic pressure and adverse mental health outcomes among adolescents, including increased instances of depression, anxiety, and aggression. In conclusion, it was found that academic pressure is a potential candidate for public health interventions that could prevent adolescent mental health problems. This emphasized the need for educational systems worldwide to address the detrimental effects of excessive academic demands on student well-being.
From the United Nations’ Sustainable Development Goals (SDGs), Goal 3 (Good Health and Well-being) emphasizes the importance of mental health as part of ensuring healthy lives and promoting well-being for all at all ages. This includes reducing mental health conditions and promoting awareness in education. Similarly, Goal 4 (Quality Education) ensures inclusive and equitable quality education and lifelong learning opportunities for all. Specifically, Target 4.2 highlights the promotion of psychosocial well-being, which is vital for learners’ mental health development (United Nations, 2015).
In the Philippines, the Enhanced Basic Education Act of 2013 (Republic Act No. 10533) mandates that the Department of Education provide a safe, inclusive, and supportive learning environment that promotes the well-being of all learners (DepEd Philippines, n.d.). Furthermore, DepEd Memorandum No. 77, s. 2020 underscores the importance of mental health and well-being in schools. Section 3 (Policy Statement) stresses DepEd’s commitment to promoting mental health awareness and providing support systems within the school environment, justifying the need for research on factors such as academic pressures that influence student behavior (Department of Education, 2020).
Academic stress has been identified as a growing concern among students. A report by Sherrie Ann Torres of ABS-CBN News on January 31, 2023, there is a rising number of students suffering from mental health issues, with academic pressure cited as a significant contributing factor. The Department of Education's 2021 data showed a total of 404 student suicides, underscoring the urgent need to address academic stressors within the educational system.
In Camarines Norte, local reports have highlighted the challenges faced by students due to academic pressures. An article from Camarines Norte News titled 275 Junior High School Students Fail in the First Quarter of the School Year 2021-2022, reported by Shiela Marie Basa (2021), reported that 275 junior high school students failed in the first quarter of the school year 2021-2022, raising concerns about the impact of academic stress on student performance and behavior. Such instances underscore the need for targeted interventions to support students in managing academic demands effectively.
This study is motivated by the critical need to understand and address the adverse effects of academic pressure on aggressive behavior among students in public secondary schools. By examining evidence from global, national, and local perspectives, the research aims to inform the development of effective policies and interventions that foster a supportive and balanced learning environment.
In particular, this current study aims to investigate the relationship between academic pressures and aggressive behaviors among high school students in public secondary schools in Daet, Camarines Norte. By examining this relationship, the study seeks to identify the underlying factors contributing to aggressive behaviors and provide insights into potential interventions to mitigate these issues. This study is set in selected public high schools in Daet, Camarines Norte. Particularly the six (6) public secondary schools situated in Daet, Camarines Norte namely Alawihao National High School, Camarines Norte Senior High School, Camarines Norte National High School, Moreno Integrated School, Porfirio R. Ponayo, and Vicente L. Basit Memorial High School, where senior high school grade 11 and grade 12 students are the chosen respondents.
Understanding the link between academic pressures and aggressive behaviors is crucial for developing effective strategies that support students’ well-being and academic success. The practicality of this study lies in its potential to inform school policies and practices aimed at reducing academic stress and promoting positive behaviors among students. Furthermore, the findings will be highly beneficial to educators, parents, and policymakers by providing evidence-based recommendations to address aggressive behaviors in schools. The practicability of implementing the study's recommendations can result in a more conducive learning environment, enhancing students' overall educational experience.

NA

1. Courses.com.ph (ND). Senior High School in the Philippines: An Overview. https://www.courses.com.ph [Google Scholar] [Crossref]

2. David Perez-Jorge (2025). Examining the effects of academic stress on student well-being in higher education. https://www.nature.com [Google Scholar] [Crossref]

3. Department of Education (DepEd) (ND). DepEd Order No. 36 series of 2016 https://www.deped.gov.ph [Google Scholar] [Crossref]

4. Ananya Gupta (2021). Competition Culture in Schools. Mindsage. https://mindsagewriting.medium.com [Google Scholar] [Crossref]

5. Yanina Gallardo-Lolandes et. al. (2020). Time Management and Academic Stress in Lima University Students. International Journal of Higher Education. https://files.eric.ed.gov [Google Scholar] [Crossref]

6. IvyPanda (2023). Time Management and Its Effect in Reducing Stress among Students Expository Essay. https://ivypanda.com [Google Scholar] [Crossref]

7. Grade Power Learning (2019). The Effects Of Multitasking On Learning (& 5 Tips To Improve Focus). https://gradepowerlearning.com [Google Scholar] [Crossref]

8. Tao Xu et. al. (2024). Parental Educational Expectations, Academic Pressure, and Adolescent Mental Health: An Empirical Study Based on CEPS Survey Data. https://www.techscience.com [Google Scholar] [Crossref]

9. Jerald Cano-og Moneva and Krystil Aubrey Moncada (2020). Parental Pressure and Students Self-Efficacy. https://www.researchgate.net [Google Scholar] [Crossref]

10. MAPUA Malayan Colleges Mindanao. (ND) Academic Pressure: Key Causes, Effects, and Coping Tips for Students. https://mcm.edu.ph [Google Scholar] [Crossref]

11. K. R. Bailey (2019). Why do some parents pressure their kids to be perfect in school and such? Don't they realize how hard it is to achieve that, and how damaging it is? Quora.com. https://www.quora.com [Google Scholar] [Crossref]

12. Study Smarter (ND). Fear of Failure: The Ultimate Guide to Conquering Your Fears and Achieving Your Dreams. https://www.studysmarter.co.uk [Google Scholar] [Crossref]

13. Reddit (2021). Comparing myself to other more talented and successful people is causing anxiety and paralyzing me. https://www.reddit.com [Google Scholar] [Crossref]

14. Zhang et al. (2023). Intrusive rumination and academic burnout among adolescents in ethnic minority areas of China during the COVID-19 pandemic: PTSS as mediator and cognitive reappraisal as moderator. https://bmcpublichealth.biomedcentral.com [Google Scholar] [Crossref]

15. Juby Bethany (2024). 14 Ways to Stop Overthinking. Published on www.healthline.com. https://www.healthline.com [Google Scholar] [Crossref]

16. Shalini G Nayak (2019). Impact of Procrastination and Time-Management on Academic Stress among Undergraduate Nursing Students: A Cross Sectional Study. https://www.internationaljournalofcaringsciences.org [Google Scholar] [Crossref]

17. Michael Vallejo (2023). Academic Pressure: Causes, Effects, and Coping Strategies. Published on mentalhealthcenterkids.com. https://mentalhealthcenterkids.com [Google Scholar] [Crossref]

18. Dr. Carly Claney (2024). The Psychological Impact of Parental Pressure on Kids and Teens. Published on Relational Psych. https://www.relationalpsych.group [Google Scholar] [Crossref]

19. Daniel V. Poling, PhD and Stephen W. Smith, PhD (2022). Perceptions About Verbal Aggression: Survey of Secondary Students With Emotional and Behavioral Disorders. Published on Sage Journals. https://journals.sagepub.com [Google Scholar] [Crossref]

20. Kaj Björkqvist, (2018). Gender Differences in Aggression. Published on Science Direct. https://www.sciencedirect.com [Google Scholar] [Crossref]

21. Sofia Berne, Ann Frisén , and Johanna Kling (2014). Appearance-related cyberbullying: a qualitative investigation of characteristics, content, reasons, and effects. Published on National Library of Medicine. https://pubmed.ncbi.nlm.nih.gov [Google Scholar] [Crossref]

22. Fiona Yassin (2024).Year 9 Bullying and the Well-being of Teenage Girls at School. https://thewaveclinic.com [Google Scholar] [Crossref]

23. M. Generale, & C. Emilyn (2023). Gender Awareness: Classroom Experiences of Senior High School Students. Journal of Gender, Culture and Society, 3(2), 15-30. https://doi.org [Google Scholar] [Crossref]

24. Daniel Poling et. al. (2019). Direct verbal aggression in school settings: A review of the literature sciencedirect.com [Google Scholar] [Crossref]

25. Debashis Dutt , Girish Kumar Pandey, Dipak Pal, Suprakas Hazra, Tushar Kanti Dey (2013). Magnitude, types and sex differentials of aggressive behaviour among school children in a rural area of West Bengal. https://pubmed.ncbi.nlm.nih.gov [Google Scholar] [Crossref]

26. Ismail Adam,(2023). Using Positive Reinforcement to Increase Student Engagement in The Classroom. https://red.mnstate.edu [Google Scholar] [Crossref]

27. Caitlin Pastore (2020). Stress Management in College Students: Why Journaling is the Most Effective Technique for this Demographic https://soar.suny.edu [Google Scholar] [Crossref]

28. N. R. Leonard, M. Gwadz, A. S. Ritchie, J. Linick, C. M. Cleland, L. Elliott & M. Grethel (2015). A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools. In Frontiers in Psychology (Vol. 6). Frontiers Media. https://doi.org [Google Scholar] [Crossref]

29. Svartdal, T. I. Dahl, T. Gamst-Klaussen, M. Koppenborg, & K. B. Klingsieck (2020). How Study Environments Foster Academic Procrastination: Overview and Recommendations [Review of How Study Environments Foster Academic Procrastination: Overview and Recommendations]. Frontiers in Psychology, 11. Frontiers Media. https://doi.org [Google Scholar] [Crossref]

30. Dr. David Robson (2024). Resilience interventions do work’ – why coping strategies should be a staple of education published by The Guardian.com https://www.theguardian.com [Google Scholar] [Crossref]

31. Schleider, J. L. (2025). Faculty profile. Northwestern University Feinberg School of Medicine. Schleider, J. L. (n.d.). https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=56789 [Google Scholar] [Crossref]

• Occupational Culture in Relation to Job Satisfaction and Work Performance among Police
• Inmates' Character Reformation and Recidivism in Nigeria: A Study of Okaka Correctional Facility, Yenagoa, Bayelsa State.
• Life World of Former Female Basic Internal Security Operations Course (BISOC) Trainees
• Efficacy of Fingerprint and Facial Recognition in Enhancing National Security in Kenya
• No More Catcalling: Awareness of College of Criminal Justice Education Students on Republic Act 11313 Also Known as Safe Spaces Act