Academic Stress Experienced by Grade 1 Learners: Basis for a Proposed Stress Management Program

Academic stress in early childhood can hinder emotional well-being and overall learning engagement. This study explored the academic stress experienced by Grade 1 learners in selected public elementary schools in District I, Luna, La Union, based on the classroom observations and written accounts of 10 Grade 1 teachers. Utilizing a Generic Qualitative Inquiry design, qualitative data were collected using a researcher-made structured open-ended questionnaire. The written narratives were analyzed through thematic analysis to identify recurring patterns, categories, and themes. Five major themes emerged: struggles with foundational learning and academic adjustment; seeking support and regulating responses to academic stress; fear of failure and social evaluation in academic participation; responsive and supportive teaching for learners experiencing academic stress; and developmentally appropriate and emotionally supportive stress management. Key findings showed that learners experienced stress related to difficulties in literacy and numeracy, adjustment to formal schooling, academic performance expectations, and fear of negative evaluation. Teachers also observed that learners responded through help-seeking, temporary withdrawal, task persistence, emotional expression, and behavioral responses. The findings further highlighted the importance of supportive teaching, differentiated tasks, flexible pacing, positive reinforcement, and developmentally appropriate classroom practices. These findings served as the basis for a Proposed Developmentally Appropriate Stress Management Program incorporating feelings check-ins, play-based learning, movement breaks, differentiated tasks, and parent–teacher collaboration.