Artificial Intelligence in Addressing School-Related Anxiety in Adolescence: Digital Approaches and Inclusive Perspectives in Secondary Education

School-related anxiety constitutes one of the most prevalent and disruptive mental health challenges in secondary education, particularly during adolescence—a developmental stage marked by emotional sensitivity, academic pressure, and heightened social evaluation. Persistent anxiety associated with school demands has been linked to impaired academic performance, emotional dysregulation, absenteeism, and increased risk of school refusal. In recent years, advances in Artificial Intelligence (AI) have generated new opportunities for the early identification, prevention, and management of school-related anxiety through adaptive, personalized, and data-driven digital interventions. This paper examines how AI-based technologies can be employed to support adolescents experiencing school-related anxiety within secondary education settings, drawing on an integrative narrative review of literature published between 2010 and 2025. The review focuses on AI-supported mental health applications, affective computing systems, intelligent tutoring environments, and digital anxiety-regulation tools explicitly targeting anxiety-related symptoms and stress responses. The analysis is grounded in psychological and educational frameworks relevant to anxiety, including cognitive-behavioral theory, self-determination theory, Universal Design for Learning (UDL), and inclusive education perspectives. The paper critically discusses the potential of AI to detect early indicators of anxiety, provide individualized anxiety-management strategies, and support timely school-based interventions while avoiding stigmatization and exclusion. Ethical concerns related to data privacy, surveillance, algorithmic bias, and equity of access are also examined. The findings suggest that AI-based tools can enhance school-based anxiety support when implemented within human-centered, inclusive, and ethically governed educational ecosystems. Implications for educational policy, teacher mediation, and future research on AI-supported anxiety interventions in secondary education are discussed.