Coping strategies are the thoughts and behaviors people use to manage stress and emotional discomfort. Everyone experiences stress in different areas of life, including academics. How individuals cope with that stress can influence their well-being and long-term outcomes.

   Coping strategies can be grouped into three general types: problem-focused, emotion-focused, and dysfunctional (or unhelpful) coping.

Problem-Focused Coping

     Problem-focused coping involves taking action to address the root of the stressor. It is used when the individual believes that the situation can be changed or improved. In academic settings, this might involve creating a study plan, seeking help from a teacher, practicing more problems, or reviewing difficult concepts. These strategies are considered adaptive because they lead to skill-building and a sense of control. 

Emotion-Focused Coping

  Emotion-focused coping aims to regulate emotional responses to stress, especially in situations that cannot be changed immediately. These strategies help individuals stay calm and mentally balanced. Examples include deep breathing, mindfulness practices, positive self-talk, listening to music, journaling, or speaking to someone supportive. While these strategies do not directly solve the problem, they can reduce emotional intensity and make it easier to face challenges with a clear mind. 

Dysfunctional Coping

     Dysfunctional or unhelpful coping strategies may provide short-term relief but often lead to greater stress in the long run. These include avoidance behaviors such as skipping classes, procrastinating, refusing to try, or engaging in negative self-talk. These strategies can reinforce feelings of helplessness and increase the severity of anxiety over time. 

Low Use of Humor

Finding: Students rarely used humor as a coping strategy.

Strategy: Integrate humor-based math activities such as riddles and fun math games.

Objective: Increase comfort and engagement with math through humor.

Expected Outcome: Improved emotional regulation and reduced anxiety in a positive classroom climate. 

High Use of Distraction (Dysfunctional Coping)

Finding: Distraction was the most used dysfunctional coping strategy.

Strategy: Replace avoidance with structured breaks, mindfulness, and skill-building workshops.

Objective: Help students manage math anxiety without relying on avoidance.

Expected Outcome: Healthier coping strategies and reduced dependence on avoidance.

Decline in Problem-Focused Coping

Finding: High math anxiety correlates negatively with problem-focused coping.

Strategy: Implement problem-focused workshops and peer tutoring.

Objective: Build confidence in tackling math problems head-on.

Expected Outcome: Increased problem-solving confidence and greater use of adaptive strategies.

Rise in Emotion-Focused Coping

Finding: Positive correlation between math anxiety and emotion-focused coping.

Strategy: Provide guided journaling, affirmation activities, and emotional support groups.

Objective: Channel emotional responses constructively and reduce anxiety impact.

Expected Outcome: Better self-awareness and healthier emotional processing.

General Math Anxiety Levels

Finding: Majority of students reported Low (56.13%) to Moderate (31.29%) anxiety.

Strategy: Regular monitoring, early intervention, and supportive math environments.

Objective: Prevent escalation and support students before issues worsen.

Expected Outcome: Sustained low anxiety levels and improved math engagement.

It’s important to understand that everyone uses a mix of these strategies, often without realizing it. The key is to become more aware of which coping styles are most effective and to shift toward more adaptive approaches intentionally. Building healthy coping habits can improve emotional well-being, academic performance, and resilience in the face of challenges, not just in math, but in life overall.