Mental health as a determining factor in students’ academic performance

Abstract

The study investigated how students' mental health affects their academic performance and how mental health conditions can be reduced to improve learning outcomes. The researchers employed a systematic review and synthesized peer-reviewed journal articles. To ensure quality results and synthesis, the review involved several stages: selection of relevant research using databases and search keywords, assessment of study quality, synthesis of evidence, and interpretation of findings. The search for journal articles was conducted using ERIC, EBSCO, and Advanced Google Search. The inclusion criteria encompassed articles from 2015 to 2025. Articles focusing on the impact of students’ mental health on academic performance were considered. Relevant information was obtained from these articles. The study revealed that students' mental health status significantly influences their academic performance. Students with good mental health tend to perform better academically than those with weaker mental health. Additionally, approaches such as counseling, creating a stress-free environment for open communication, and employing social-emotional learning (SEL) were identified as effective strategies that authorities can implement to reduce students’ mental health issues. The findings suggest that school authorities should develop appropriate interventions to support students experiencing mental health problems. Educators are encouraged to adopt flexible teaching strategies to accommodate students with mental health challenges.