The Impact of the Classroom Environment on the Level of Psychological Anxiety among Public Secondary School Students in Waddan, Al-Jufra, Libya

Abstract

This study aimed to identify the impact of the classroom environment on the level of psychological anxiety among public secondary school students in Waddan, Al-Jufra, Libya, in light of the psychological and educational challenges that may negatively affect students’ mental health and academic performance. The study adopted the descriptive analytical correlational approach due to its suitability to the nature of the topic. A questionnaire was administered to a sample of 63 students. The findings revealed that improving the classroom environment contributes to reducing students’ levels of psychological anxiety. The results also showed differences in anxiety levels according to gender, with females experiencing higher levels of anxiety compared to males, while no statistically significant differences were found regarding the educational level variable.

The study concluded that the classroom environment represents a fundamental factor in supporting students’ mental health, and that improving the classroom climate contributes to reducing psychological anxiety and enhancing academic and emotional adjustment. The study also demonstrated that the classroom environment is not merely a physical setting for learning, but an integrated psychological and social system that directly affects students’ emotions, behaviors, and emotional responses, particularly psychological anxiety. A classroom characterized by organization, psychological support, and positive relationships between teachers and students contributes to creating a sense of safety and belonging, which positively reflects on students’ mental health and reduces anxiety levels.