PERSPECTIVES AND COPING STRATEGIES OF SENIOR HIGH SCHOOL STUDENTS TOWARD STAGE FRIGHT

This study, titled “Perspectives and Coping Strategies of Senior High School Students Toward Stage Fright,” explores the lived experiences of Senior High School students in dealing with stage fright during academic speaking activities such as recitations, oral presentations, speeches, and classroom discussions. Using a qualitative phenomenological approach, the study examined the emotional, psychological, physical, and academic effects of stage fright, as well as the coping strategies students use to manage it. Findings revealed that fear of judgment, fear of making mistakes, and unfamiliar audiences commonly trigger stage fright, leading to nervousness, anxiety, self-doubt, mental blocks, shaking, sweating, and reduced classroom participation. The study also found that stage fright negatively affects students’ confidence, communication skills, and academic performance. Despite these challenges, students use coping strategies such as preparation and practice, breathing and relaxation techniques, positive self-talk, and repeated exposure to speaking situations to reduce anxiety and improve confidence. Overall, the study highlights that stage fright is a complex and multidimensional experience influenced by both internal and external factors, emphasizing the importance of developing supportive strategies to improve students’ communication skills, participation, and academic engagement.