Emotional Stability and Academic Achievement in Post-Pandemic Education: A Comprehensive Review of Global and Indian Perspectives

Abstract

The COVID-19 pandemic dramatically altered educational systems worldwide, disrupting not only academic progress but also the emotional well-being of students. This review synthesizes global and Indian literature on the relationship between emotional stability and academic achievement in the post-pandemic era. It examines theoretical foundations, the role of socio-demographic factors, school-type disparities, and the psychological resilience required for learning recovery. The paper integrates findings from diverse studies, highlighting common patterns, regional differences, and evidence-based strategies for enhancing emotional and academic outcomes in secondary school students. It concludes with recommendations for policy, practice, and research, emphasizing the interconnected nature of mental health and scholastic performance in the evolving educational landscape.