<p>Academic-related stress among nursing and midwifery students significantly affects health, academic performance, and career aspirations, particularly in low-resource settings. Despite its prevalence, context-specific evidence from sub-Saharan Africa remains limited. This study explored the lived experiences of nursing and midwifery students in Ho Municipality, Ghana, focusing on sources of stress and coping strategies to inform a holistic stress management approach. A qualitative phenomenological design was used, involving 14 undergraduate and diploma students recruited through purposive sampling. Data were collected via semi-structured interviews and analysed using Braun and Clarke’s thematic analysis, with trustworthiness ensured through member checking, reflexive journaling, and thick description. Seven themes emerged: emotional responses, academic stressors, financial stressors, practical and fieldwork challenges, health effects, impacts on academic performance and career aspirations, and coping strategies. Findings indicate that academic-related stress is multifaceted and that personal coping strategies are insufficient without institutional support. The study proposes an integrated stress management framework incorporating academic, financial, psychosocial, and practical supports, which is particularly applicable to health training institutions across sub-Saharan Africa.</p>