Purpose: The study aims to identify the effects of inadequate funding on the quality of secondary education in Hurungwe District, Zimbabwe. Research methodology: The study had a mixed approach to collecting data. A triangulation of methods was adopted to collect by using both primary and secondary methods. A pragmatist view of the study was taken. Results: Low secondary education budget allocation, inconsistent and delayed government levy payments, declining donor funding, an unfavorable economic climate where parents cannot afford levies resulting in high school dropout rates, inadequate teaching and learning resources, low pass rates, and low affiliation payments are the main causes of underfunding. Limitations: lack of a proper data recording and management system at the district offices to provide actual statistics of revenue and expenditure for schools. Contribution: Influencing policy on secondary school funding in Zimbabwe so that schools can be informed on how to come up with sustainable funding ways in order to improve the quality of education.

Purpose: This systematically reviews and examines existing literature on how anxiety, stress, and emotional factors influence academic performance among students across various educational settings and identifies key trends. Research methodology: Drawing on studies published between 2020 and 2024, the review synthesizes findings from diverse populations, including high school and university students. The analysis reveals a consistent negative correlation between elevated levels of anxiety and academic achievement, with significant implications for cognitive functioning, motivation, and engagement. Additionally, the review highlights the role of stress as a critical factor affecting academic outcomes, where chronic stress is linked to decreased performance and increased dropout rates. Emotional intelligence emerges as a vital moderating variable, with students exhibiting higher emotional regulation demonstrating improved coping strategies and better academic results. Results: The findings indicate that female students often report higher anxiety levels compared to their male counterparts, underscoring the need for targeted interventions. Furthermore, the review identifies gaps in the current literature, particularly concerning underrepresented populations and the long-term effects of anxiety and stress on academic trajectories. Recommendations include implementing mental health support programs, fostering emotional intelligence development, and promoting resilience among students. Limitations: Limited by potential publication bias, variability in assessment tools, sample heterogeneity, and reliance on self-reported data, which may affect the generalizability and accuracy of findings on academic performance. Contribution: This review highlights the critical need for educational institutions to address psychological factors affecting academic performance, focusing on reducing anxiety, stress, and emotional challenges to foster supportive learning environments and improve overall student well-being and success.