| Summary: | The Singaporean education system has generally been perceived to be amongst the most
stressful in the world. This paper addresses the various contributors towards the culture
which perpetuates this intense academic stress using the micro-meso-macro framework
and the stakeholder analysis approach. The main findings of this paper are as follows:
1) Students internalized implicit expectations that were communicated to them
by their parents
2) Parents were in turn influenced by their own perception of macro-level (state)
policies and prevailing cultural norms
3) The agency of teachers in stress alleviation was limited by curriculum pressures
From these findings, policy recommendations were then proposed for both individual
stakeholders and interventions at the macro level.
Keywords: academic stress, Singapore, secondary school, micro-meso-macro
framework, stakeholder analysis
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