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@article{173402,
        author = {Ayaan Gangwani},
        title = {The Correlation between School Climate and Stress, Anxiety, and Depression among High School Students in Delhi, India},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {11},
        number = {10},
        pages = {662-669},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=173402},
        abstract = {Adolescent mental health is a growing concern, with issues like stress, anxiety, and depression increasingly prevalent due to societal changes, academic pressures, and limited access to mental health resources, particularly in India. Guided by Bronfenbrenner's ecological systems theory, this study examines the relationship between school climate and mental health outcomes among high school students in Delhi. Using a cross-sectional design, data were collected from 72 students using the Delaware School Climate Scale (DSCS) and the Depression Anxiety Stress Scales (DASS-21). Key school climate factors such as teacher-student relationships, peer interactions, school safety, and academic expectations were analyzed about stress, anxiety, and depression levels. Gender differences were also explored to understand disparities in mental health outcomes. Preliminary findings reveal that a positive school climate acts as a protective factor, reducing stress, anxiety, and depression while highlighting gender-based variations in these associations. This study emphasizes the critical need for school-based interventions that foster supportive, inclusive, and safe environments tailored to India’s unique socio-cultural context. Educators and policymakers can enhance adolescents’ mental well-being and resilience by improving the school climate.},
        keywords = {adolescent mental health, school climate, stress, anxiety, depression, gender differences, ecological systems theory, India, school-based interventions.},
        month = {March},
        }