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@article{184130,
        author = {Zeenat and Adfar Amin and Mumtaza Bano and Bhawna Suryawanshi},
        title = {FROM BOOKS TO BEATS: EXAM STRESS, THYROID HORMONE, AND HEART HEALTH IN STUDENTS},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {12},
        number = {4},
        pages = {276-283},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=184130},
        abstract = {Examinations, though central to academic life, impose psychological and physiological burdens that extend far beyond the test hall, influencing endocrine and cardiovascular regulation in ways often overlooked. This quasi-experimental study investigated the impact of exam-induced stress on thyroid function and heart health in 120 undergraduate students (60 males, 60 females; aged 18–25), with a particular focus on gender differences, recovery trajectories, and the therapeutic role of music. Using the Perceived Stress Scale (PSS-10), biochemical assays for T3, T4, and TSH, and cardiovascular measures including heart rate, blood pressure, and ECG, assessments were conducted across three phases: baseline, during exams, and two weeks post-exams. Results showed that stress scores rose significantly during exams (p < 0.01), with females reporting consistently higher stress yet demonstrating faster thyroid recovery, while males exhibited stronger cardiovascular reactivity, particularly in heart rate and blood pressure. TSH levels rose in both groups, underlining the thyroid’s sensitivity to psychological strain. Importantly, students who engaged in daily music therapy and guided breathing exercises displayed lower stress scores, quicker normalization of heart rate and blood pressure, and more stable thyroid profiles compared to controls, suggesting that simple, non-pharmacological interventions can buffer stress-induced physiological disruption. The findings highlight that exam stress is not merely a psychological experience but a multidimensional challenge linking the brain, thyroid, and heart in a complex network of adaptation and strain. By revealing gender-specific patterns and demonstrating the restorative potential of music and relaxation practices, this study reframes academic stress as both a health risk and an opportunity for resilience-building. Ultimately, the work calls for integrating such low-cost interventions into educational environments to protect not only students’ academic performance but also their long-term hormonal and cardiovascular well-being.},
        keywords = {Cardiovascular, Therapeutic, Demonstrate, Adaptation, Strain},
        month = {September},
        }