Abstract

This study aims to investigate the foundational information and specific needs for developing a learning model that promotes stress self-awareness among Grade 12th students. Grounded in the framework of Contemplative Education, the research integrates both theoretical and practical perspectives to guide its design. Data were collected through a comprehensive review of academic literature, including printed and online sources, along with surveys and focus group discussions. These methods were employed to generate deep, contextually relevant insights into the experiences and needs of students at this critical developmental stage. Survey results revealed that nearly 67% of students lacked consistent mindfulness practice—36.57% had never practiced and 30.10% only occasionally—suggesting limited exposure to strategies that support self-regulation. Despite this, students demonstrated a moderate to high level of stress awareness (M = 3.58), indicating that they are conscious of stress symptoms but may lack tools to manage them effectively. The high perceived need for stress-awareness learning (M = 4.33) highlights a clear demand for structured, supportive interventions to bridge the gap between awareness and actionable coping skills. Focus Group Discussions include key strategies identified include reflective practices, mindfulness training, and experiential learning within a psychologically safe environment. Furthermore, this article synthesizes relevant theories, concepts, and empirical research to establish a robust foundation for developing a learning approach that nurtures students’ emotional, psychological, and life skills. It aims to respond effectively to the unique challenges and needs faced by Grade 12th students as they prepare for transitions beyond secondary education.

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