School Stress, Social Support and Academic Commitment among Students of St. Peter’s Bombo Kalule S S.

Abstract

As students navigate the pressures of academic expectations, social relationships, and personal growth, they often experience significant stress. This stress can impact their academic performance and overall well-being. However, social support, whether from peers, family, or teachers, can act as a buffer, reducing stress and fostering stronger academic commitment. Therefore, the purpose of this study was to explore the relationship between school stress, social support, and academic commitment among students of St. Peter‘s Bombo Kalule Secondary School, with three specific objectives: to establish a relationship between school stress and social support among St. Peter‘s Bombo Kalule S.S students, to establish a relationship between school stress and academic commitment among St. Peter‘s Bombo Kalule S.S students, and to establish a relationship between social support and academic commitment among St. Peter‘s Bombo Kalule S.S students. The study adopted a correlation research design using a quantitative approach, conducted in St. Peter‘s Bombo Kalule S.S. The study involved 80 students as respondents. Data collection method was in form of self-administered questionnaires. Statistical Package for Social Sciences was used to analyze the data. For objective 1, the findings revealed that high levels of school stress exhibited by the students shall consequently lead to high levels of social support sought by the students to overcome the presumed stressful conditions while at school. For objective 2, the findings revealed that high levels of school stress exhibited by the students shall bring about low rates of student academic commitment and lastly for objective 3, the findings revealed that high levels of social support given to the students will lead to a significant change (increase) in the levels of academic commitment exhibited by the students. In conclusion, the findings of this study underscore the complex interplay between school stress, social support, and academic commitment among students at St. Peter‘s Bombo Kalule Secondary School. High levels of stress were found to negatively affect students' commitment to their academic goals, potentially leading to reduced motivation, poor performance, and disengagement. However, social support from peers, teachers, and family played a crucial role in buffering the effects of stress, fostering resilience, and sustaining academic commitment. The study recommends that the School administration should put in place student assistance programs to help motivate stressed students air out views on causes of stress to be rectified thus improve commitment and achievement.