Academic stress is a common issue among high school students, affecting both their well-being and academic performance. This study aimed to assess the effectiveness of Mandala art therapy in reducing academic stress among high school students in Anand District, Gujarat. A pre-experimental one-group pre-test post-test design was used, with 60 students selected through non-probability convenient sampling. Data collection included socio-demographic characteristics and the Scale for Assessing Academic Stress (SAAS) developed by Dr Uday K Sinha. After a pre-test students received six sessions of Mandala art therapy over two weeks on alternate days, followed by a post-test. The results showed that before the intervention, 32 (52.33%) students had moderate stress, 23 (38.33%) had low stress, and 5 (8.33%) had high stress. Post-intervention, the majority 38 (63.33%) shifted to low stress. Paired sample t-test revealed a significant mean difference of 3.16 ± 4.56 (t = 5.376, 0.05), indicating a statistically significant reduction in academic stress levels after the intervention of Mandala art therapy. Furthermore, demographic factors such as age, gender, and year of education were significantly associated with academic stress ( 0.05). The findings conclude that Mandala art therapy effectively reduces academic stress and is influenced by demographic variables. Thus, Mandala art therapy can be considered a beneficial intervention for managing academic stress among high school students.