This study investigates the impact of psychological stress and anxiety on the academic performance of student-athletes and explores effective strategies to manage these challenges. Focusing on 56 sophomore students majoring in sports training at Xiangyang Polytechnic University, the study examines the relationships between training time, perceived stress, and academic performance. The findings reveal a significant negative correlation between training time and academic performance, with increased training hours leading to lower GPA. Moreover, the study identifies a positive correlation between training time and psychological stress, indicating that higher training loads exacerbate stress levels, which in turn further diminishes academic outcomes. Mediation analysis confirms that psychological stress partially mediates the relationship between training time and GPA. To mitigate these negative effects, the study recommends implementing flexible training schedules, providing psychological support, and promoting stress management programs tailored to student-athletes. These interventions are crucial for helping student-athletes achieve a better balance between their academic and athletic commitments, ultimately leading to improved academic performance and overall well-being. This research provides valuable insights and practical recommendations for educators and athletic trainers to support the dual development of student-athletes in both academic and sports domains.