Mental Health Crisis in Elementary School Students: The Hidden Impact of Academic Pressure and Digitalization

Nursida Nursida; Ganes Gunansyah; Neni Mariana; Suryanti Suryanti

doi:10.55927/fjas.v5i6.71

Authors

Nursida Nursida Universitas Negeri Surabaya
Ganes Gunansyah Universitas Negeri Surabaya
Neni Mariana Universitas Negeri Surabaya
Suryanti Suryanti Universitas Negeri Surabaya

DOI:

https://doi.org/10.55927/fjas.v5i6.71

Keywords:

Mental Health, Academic Pressure, Educational Digitalization, Child Neuropsychology, Critical Pedagogy

Abstract

The mental health of elementary school students is increasingly challenged by intensified academic demands and pervasive digitalization, creating multidimensional stress that affects neuropsychological development. This study critically examines the relationship between academic pressure, digital exposure, and mental health disturbances using an interdisciplinary approach integrating developmental neuropsychology, critical pedagogy, and child development theory. A qualitative systematic literature review analyzed studies published from 2021 to 2025, synthesizing evidence on stress mechanisms, cognitive overload, and emotional dysregulation. Findings indicate that excessive academic expectations and uncontrolled digital engagement contribute to heightened anxiety, depression, cognitive fatigue, and impaired emotional regulation. The results underscore the need for adaptive humanistic-digital educational paradigms to support cognitive, emotional, and social well-being in foundational learning environments.

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