Relationship Between Mental Health And Scholastic Performance Of Tribal Students At The Higher Secondary Level

Abstract

Mental health is a crucial determinant of students’ academic success, particularly during the higher secondary stage when learners face increased academic pressure and career-related decisions. Tribal students often experience additional challenges due to socio-economic constraints, limited access to educational resources, and inadequate psychological support. The present study investigates the relationship between mental health and scholastic performance of tribal students at the higher secondary level. Using a descriptive survey method, data were collected from 788 XII standard tribal students selected through stratified random sampling from schools in Tamil Nadu. Mental health was assessed across five dimensions—anxiety, sense of security, optimism, emotional well-being, and self-esteem—using a standardized tool developed by the investigator, while scholastic performance was measured using academic achievement scores. Statistical analysis included Pearson’s correlation and multiple regression techniques. The findings revealed a significant positive relationship between overall mental health and scholastic performance. Anxiety showed a negative association, whereas self-esteem and emotional well-being emerged as strong positive predictors of academic achievement. The study underscores the importance of integrating mental health support into school education to enhance academic outcomes among tribal students.