The research conducted by Adriano & Santos (2019) offers a comprehensive analysis of

the struggles encountered by senior high school students as a result of excessive academic
workloads. Their study delves into the intricate web of challenges stemming from overwhelming
assignments, rigorous exams, lofty expectations, and the pervasive academic pressure that
students face on a daily basis. By shedding light on the detrimental effects of this academic
stress, including the development of mental health issues such as depression, anxiety disorders,
sleep disturbances, and suicidal ideation, Adriano & Santos (2019) underscore the profound
impact of excessive school workloads on students' well-being. The study highlights how these
burdensome academic demands can lead to heightened stress levels, feelings of overwhelm,
burnout, and a negative impact on students' overall quality of life. Moreover, it emphasizes the
ripple effects of academic stress on students' social interactions, emotional stability, and physical
health. This study serves as a critical foundation for understanding the multifaceted struggles
faced by senior high school students due to the weight of their academic responsibilities,
emphasizing the urgent need for interventions and support systems to help students navigate
these challenges effectively while safeguarding their mental health and fostering a balanced
approach to education.
In a recent study by Cruz, Dela Torre, Castaños & Tus (2022), titled "The Impact of the
COVID-19 Pandemic on the Mental Health of High School Students," significant insights were
gained into the mental health challenges faced by senior high school students during the global
health crisis. The research revealed a notable increase in stress, anxiety, and depression levels
among high school students as a direct result of the pandemic (Cruz, Dela Torre, Castaños & Tus,
2022). This exacerbation of existing mental health issues underscored the vulnerability of this
demographic to external stressors and disruptions in their daily lives. The study emphasized the
critical need for targeted interventions and support systems to address these mental health
concerns effectively and mitigate their impact on students' overall well-being and academic
performance. By recognizing and addressing the unique mental health needs of high school
students, educators, policymakers, and healthcare professionals can work collaboratively to
create a supportive environment that promotes resilience and positive mental health outcomes in
this vulnerable population.
The study conducted by Tus (2021) serves as a significant contribution to the literature on
mental health challenges faced by senior high school students, particularly in the context of the
COVID-19 pandemic. Tus's research sheds light on the prevalence of depression, stress, and
anxiety among students, highlighting the pressing need to address these issues to support
students' well-being and academic success. By utilizing the Depression, Anxiety, and Stress
Scale (DASS-21) to assess the mental health of respondents, Tus provides valuable insights into
the impact of the pandemic on students' psychological well-being. The findings of this study
underscore the complexity of the relationship between mental health and academic performance,
emphasizing the importance of holistic support systems for senior high school students facing
mental health challenges during times of crisis. Incorporating this research into a literature
review on mental health issues among senior high school students can enrich the understanding
of the factors influencing students' mental well-being and inform strategies for promoting
resilience and well-being in educational settings.
 Research consistently demonstrates a strong connection between excessive homework
and students' mental health issues, leading to heightened stress, fatigue, and anxiety (Syahid,
Winna, Kharimah & Sulliya, 2023). This emphasizes the need to consider student well-being
when assigning homework. Lack of teacher training in homework management and mental
health support is a significant concern (Syahid, Winna, Kharimah & Sulliya, 2023), highlighting
the importance of enhancing educator preparation. Inconsistent homework policies in schools
can contribute to varying stress levels among students (Syahid, Winna, Kharimah & Sulliya,
2023). Establishing clear guidelines that prioritize student mental health alongside academic
success is crucial for fostering a supportive learning environment.
Factors influencing mental health in senior high school students, akin to university
students, include academic stress, lifestyle changes, social support, and family history of mental
illness (Limone & Toto, 2022). Academic pressures, lifestyle factors, social support, and family
history all play roles in mental health challenges among students, highlighting the need for
targeted interventions and support systems.
According to the study of Li (2023), the factors contributing to mental health issues
among Chinese high school pupils include parental expectations, the one-child policy, and the
phenomenon of left-behind children. Parental pressure for academic success, gender biases from
the one-child policy, and the impact of being left behind by migrating parents can lead to stress,
depression, and anxiety among students. These factors underscore the importance of addressing
mental health support in Chinese high schools.

References
Adriano, M. N. I., & Santos, M. M. (2019). Student Workload: Its Impact on the Learning
Experiences of Senior High School Students.
https://www.researchgate.net/publication/366863696_Student_Workload_Its_Impact_on_th
e_Learning_Experiences_of_Senior_High_School_Students
Cruz, J.M., Torre, A.P.D., Castaños, O.L.S., & Tus, J., (2022). The Correlation Between Peer
Pressure and Mental Well-Being Among Senior High School Students. Psychology and
Education: A Multidisciplinary Journal, 2(3), 167-175.
https://doi.org/10.5281/zenodo.6569859
Tus, J., (2021). Online International Conference on Multidisciplinary Research and
Development 1 (1):1-13. https://philpapers.org/rec/TUSACP
Syahid, A., Winna, w., Kharimah, I., & Sulliya, L., (2023). The Correlation Of Excessive
Assignment Between Student’s Mental Health 1(3):147-151.
DOI:10.59435/jipnas.v1i3.197
Limone, P., & Toto G.A., (2022). Factors That Predispose Undergraduates to Mental Issues: A
Cumulative Literature Review for Future Research Perspectives. Front. Public Health
10:831349. https://doi.org/10.3389/fpubh.2022.831349
Li, R., (2023). Factors Contributing to Issues with Mental Health among Chinese High School
Pupils 8:1734-1739. DOI:10.54097/ehss.v8i.4567