HOW DOES THE LEVEL OF ACADEMIC WORKLOAD IN SPECIALISED AND PUBLIC SCHOOLS AFFECT THE MENTAL HEALTH OF STUDENTS IN KAZAKHSTAN?

Introduction

In contemporary society, academic stress has emerged as a critical concern, primarily due to the escalating academic workload that imposes significant pressure on students, consequently affecting their mental well-being. Depression, emotional burnout, anxiety, and stress have become alarmingly common among students, leading to severe consequences such as suicides and eating disorders. This pressing issue necessitates urgent attention and comprehensive consideration (Lindner, 2023; Zauderer, n.d.; Patsai & Costarelli, n.d.). Personal experiences of academic stress corroborate the urgency of addressing this issue, as students encounter various challenges in adapting to heightened academic demands. Recognizing the significance of mental health in the context of modern society, particularly within educational settings, underscores the imperative of addressing this issue (SDG#3-Good health and well-being).

Literature Review

The traditional model of homework has been scrutinized, with researchers questioning its efficacy in fostering essential skills and character development. While homework ostensibly aims to cultivate good work habits and problem-solving skills, studies suggest that it often leads to frustration and heightened stress levels among students (Kralovec & Buell, 2000; Courtney & Nyx, 2018). Moreover, the correlation between academic stress and various psychological factors such as locus of control and self-esteem underscores the intricate relationship between workload and mental health (Abouserie, 1994).

Efforts to mitigate academic stress necessitate a multifaceted approach, encompassing institutional support, parental involvement, and individualized interventions. The role of educators, psychologists, and school administrators in fostering a supportive learning environment cannot be overstated (Bjorkman, 2007).

Aims and Questions

The study aims to examine the impact of educational load on students’ psychological health in specialized and general educational schools in Kazakhstan while identifying key challenges associated with student workload and proposing recommendations for enhancing mental well-being. Specific questions address variations in educational burden, the nexus between workload and mental health, and the efficacy of support mechanisms in mitigating academic stress.

Methods

A mixed research design was employed, incorporating both qualitative and quantitative approaches to data collection. Surveys and interviews were conducted among students from diverse educational backgrounds to gather comprehensive insights into their experiences and perspectives. Convenience sampling facilitated access to participants, although challenges such as biased responses were encountered (Lindemann, 2023). Despite these limitations, surveys provided valuable data on coping mechanisms, gender-specific stressors, and support preferences.

Results

The findings underscore the detrimental impact of academic workload on students’ mental health, with homework volume and exam pressure identified as primary stressors. Students emphasized the importance of reducing homework assignments and implementing alternative learning methods to alleviate stress. Additionally, supportive measures such as parental involvement, psychological counseling, and teacher support were deemed crucial in addressing academic stress.

Conclusion

In conclusion, the study highlights the pervasive influence of educational load on students’ psychological well-being in Kazakhstan. It underscores the need for comprehensive interventions to reduce workload and enhance support mechanisms within educational institutions. The findings underscore the importance of prioritizing mental health within the education system and lay the groundwork for future research and policy initiatives aimed at fostering a conducive learning environment.

Future research could explore the long-term effectiveness of interventions and the role of cultural and social factors in shaping students' perceptions of academic workload and mental health. Overall, the study contributes to the ongoing discourse on student well-being and underscores the imperative of addressing academic stress in educational settings.