Background: Academic and evaluation-related anxiety is a widespread psychological challenge in urban educational environments like the Delhi/National Capital Region (NCR). Chronic testing stress severely limits cognitive function, emotional stability, and overall student well-being. This study evaluated the effectiveness of a structured, researcher-designed lesson plan meant to improve knowledge regarding examination stress and its strategic management among school children. Methods: Utilizing a one-group pre-test/post-test quasi-experimental approach, 60 school children were selected via simple random sampling from schools across Delhi/NCR. A structured knowledge questionnaire containing four distinct informational domains was utilized to collect baseline data. Following the pre-test, a specialized 4-week classroom-based interactive lesson plan was administered. A post-test was conducted after the intervention period to measure knowledge enhancement and explore demographic associations. Results: Post-intervention metrics demonstrated a highly significant improvement in stress management knowledge across all tracked domains. The overall mean knowledge score increased from a baseline level of 13.37 (44.58%) to a post-test level of 23.67 (78.91%), showing a mean enhancement of 10.30 (34.33%). The calculated paired t-test value was 58.48 (df=59), which was highly significant (p<0.05). Pre-test knowledge scores displayed significant statistical associations with class/grade studying and primary sources of information regarding examination stress management (p<0.05). Conclusions: The implementation of a structured classroom lesson plan is highly effective in increasing examination stress management knowledge among school children. Integrating proactive psychoeducational modules into the standard curriculum serves as an essential strategy to build academic resilience and enhance student well-being across the Delhi/NCR region.
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