Stressors and coping strategies in a sample of Albanian Adolescents: A mixed-methods study

By Era RAKIPLLARI, Msc. Bruno FERRA

Abstract
Adolescence is a period of heightened sensitivity to environmental and internal stressors with clear implications for mental health and academic functioning. This study examined the relationship between common stressors, coping strategies, and perceived academic impact among secondary school students using a mixed methods questionnaire that integrated multiple-choice items and brief free-response prompts. Quantitative results showed moderate awareness of stress-management techniques, with 51.6% reporting they were somewhat familiar and 38.7% not familiar. The most frequently cited focus barriers were distractions from social media and noise (58.1%) and loss of motivation (25.8%). Coping patterns centered on distraction and music (32.3%), with smaller shares reporting exercise or breathing techniques (12.9% each); many students reported rare or no use of mindfulness or relaxation practices (41.9% and 35.5%, respectively). Sleep was often insufficient, with 51.6% sleeping only 5–6 hours on school nights. Most respondents perceived stress as harming academic performance (61.3%), though a minority described stress as motivating. Qualitative responses highlighted the role of social support, therapy, organized routines, quiet spaces, and individualized activities such as swimming or creative play. Findings suggest actionable levers for schools and families: sleep hygiene, simple relaxation skills, structured study routines, and guidance on digital distraction. Future research should test brief, school-feasible interventions and evaluate longer-term outcomes.