Crisis Symptoms and Intervention Strategies in Adolescents Facing Academic Pressure

Adolescent mental health crises triggered by academic pressure represent an increasingly significant global public health concern. This dissertation explores the phenomenological landscape of crisis symptoms including severe anxiety, depressive episodes, and suicidal ideation among secondary school students exposed to high-stakes educational environments. Integrating Bronfenbrenner’s ecological systems theory with the diathesis-stress model, the study employs an explanatory sequential mixed-methods design comprising two principal empirical phases and an expert consensus phase.