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Academic anxiety has become a major psychological concern among senior secondary school students because of increasing pressure from competitive examinations and career-related stresses. Recognising psychological elements that protect students from academic anxiety is therefore crucial for endorsing their academic success and psychological well-being. The current study examined the protective roles of emotional intelligence and self-efficacy in predicting academic anxiety among senior secondary school students. A quantitative descriptive-correlational research design was used. The sample consists of 446 senior secondary school students selected through simple random sampling from schools in the Budaun district, UP. Data was collected using standardised tools for Academic Anxiety, Emotional Intelligence, and Self-Efficacy. Statistical methods such as multiple linear regression analysis were performed using IBM SPSS Statistics to assess the predictive effects of emotional intelligence and self- efficacy on academic anxiety. The findings indicate that students with higher levels of self-efficacy and emotional intelligence experience lower levels of academic anxiety, supporting their roles as protective psychological resources. The study revealed the significance of students' emotional intelligence and self-efficacy in reducing their academic anxiety. These findings have significant implications for teachers, counsellors, parents, and policymakers looking to foster students' mental health and academic achievement.