The core purpose of this study is to explore the relationship between anxiety and academic achievement in high school students. A cross-sectional and correlational study design was used in this study, and 156 students were randomly selected as a representative probability sample. Data collection relied on the Explicit Anxiety Scale for Children Revised (CMAS-R) and a sociodemographic questionnaire, and students' academic performance was assessed based on their average score. The sample was evenly composed of male and female students, all from Wuhan City, Hubei Province, China. The results showed that 28.8 percent of the students showed symptoms of anxiety. Further analyzing the academic performance, we found that 42.3 percent of the students had excellent grades, 38.5 percent had intermediate grades, and 19.2 percent had relatively poor grades. Notably, those with lower grades scored significantly higher on average on the anxiety scale compared to students with average or excellent grades. Identifying possible anxiety and other psycho-emotional disorders among students through psychological monitoring and regular assessment of academic performance can more effectively develop and implement preventive and corrective strategies to promote students' mental health and academic progress.