The research assesses the anxiety ranges alongside coping mechanism practices of Humanities and Social Sciences (HUMSS) learners in chosen public secondary institutions. The academic development and students who suffer from anxiety levels, thus calling for detailed research into their stress management methods. The research utilized statistical and qualitative data collection methods by administering standardized tests to 100 student participants and conducting follow-up in-depth interviews with select participants. Results show that students mainly have moderate to high anxiety levels, which primarily occur in academic and social situations because of public speaking, examinations, and academic workloads. The level of anxiety symptoms varies depending on both social class standing and academic results. The three main stress-coping methods employed by students include obtaining social help from relations and confidants, utilizing relaxation practices, and diverting stress through humorous activities or special interests. Academic students use prayer and mentorship through religious or spiritual means to handle stress, yet other students choose procrastination, which makes their anxiety worse instead of better. Schools require established mental health programs to provide students with practical tools for handling their anxiety. Strengthening students' ability to cope with stress occurs through the delivery of stress management programs, peer support groups, and accessible counseling services, which develop emotional resilience. Such research data helps educational leaders and governmental officials create specific interventions to achieve students' welfare while lowering anxiety levels and enhancing academic performance.