The Relation Between Academic Workloads in Science and Mental Health Outcomes Among Middle School Learners
DOI:
https://doi.org/10.54536/ajhp.v3i1.5734Keywords:
Academic Workloads, Mental Health Outcomes, Mental Well-Being, Middle School Learners, ScienceAbstract
The study determined how academic workloads in science affect the mental well-being of middle school learners. A qualitative research methodology was employed, encompassing 37 participants (19 males and 18 females), with data gathered via focus group interviews. The qualitative findings indicated that substantial academic demands, including ambiguous project guidelines, protracted experiments and conflicting deadlines, disrupt learners’ routines and hinder academic performance. They also highlighted common mental health problems like stress, irritability, emotional exhaustion, and feelings of loneliness, especially when academic workloads get in the way of personal time. It became clear that the stress of heavy academic workloads not only makes it harder for students to manage their time but also causes long-term psychological strain, which can show up as anxiety and emotional withdrawal. This highlights the necessity of enhanced task management to promote academic achievement and emotional well-being. The study reveals that excessive academic demands result in significant emotional distress and underscores the necessity for prompt interventions in educational institutions, including clearer assignment guidelines, a more balanced curriculum, emotional support systems and structured skill development strategies to protect learners’ psychological well-being and academic engagement.
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