Academic stress represents a critical and multifaceted challenge impacting university students globally, with significant repercussions on mental health, well-being, and academic achievement. This study investigates the principal academic and social factors contributing to stress among students at the State University of Santa Cruz (UESC) in Brazil, analysing their effects on emotional health, productivity, and scholastic performance. Employing a quantitative descriptive methodology, data were collected via validated questionnaires administered to a representative sample of business students, enabling the identification of stressors, coping mechanisms, and suggested institutional improvements. Findings highlight academic overload, stringent deadlines, and assessments as predominant stressors, exacerbated by socio-economic pressures and insufficient personal time. Despite employing diverse coping strategies, including time management, physical exercise, and social support, Students report only partial efficacy, reflecting gaps in institutional facilitation and mental health services. The results underscore the necessity for systemic interventions encompassing workload management, curricular flexibility, and enhanced psychological support to foster resilience and optimise academic performance. This research contributes localized empirical evidence within the broader discourse on academic stress and advocates for holistic, multidisciplinary approaches to promoting student well-being and success across diverse educational contexts.





