Academic Curriculum and Assessment Practices on Adolescents Mental Health
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Adolescents today deal with great academic expectations thanks to ever strict courses and high-stakes testing policies. Among schoolchildren, the great emphasis on standardised learning objectives and performance measures sometimes causes stress, worry, and mental health issues. The lack of adaptation in educational systems, which gives academic success top priority over student welfare, aggravates the issue. Furthermore, worsening mental health problems is the competitive character of tests, which promotes a culture of stress and failure anxiety.
Academic curriculum and evaluation methods present difficulties include too much work, unrealistic expectations, and inadequate support systems to handle students' psychological and emotional well-being. Standardised testing and other conventional evaluation techniques sometimes fail to fit different learning styles and individual demands, which causes more stress and disengagement from the course of instruction. Teachers also regularly battle to create a healthy and encouraging classroom while juggling course requirements.
Theoretical viewpoints from psychology and education are synthesised in this work to investigate the complex interaction of academic curriculum, assessment strategies, and adolescent mental health. Researching the consequences of academic curriculum design and evaluation techniques emphasises how urgently reforms including mental health issues into educational systems are needed. By means of a comprehensive approach to curriculum and assessment reform, academic performance and student well-being can be guaranteed to be complimentary rather than mutually exclusive features of a good education system.
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