Feelings of stress are a part of university students’ life.  Stress is simply the body's response to changes that create taxing demands. There is a difference between eustress, which is a term for positive stress, and distress, which refers to negative stress. Coping mechanism plays a significant part to overcome or reduce the stress experienced by individuals. People use different types of coping strategies to overcome their stress. The purpose of the study was to study the relationship between stress and coping strategies among university students. Eighty- six university students participated in the study. A quantitative study utilizing a cross sectional non-probability sampling research design was used to gather data. The data was collected using a questionnaire with the addition of Perceived Stress Scale (PSS) and the Adolescent Coping Scale (ACS) were administered. The result of this study indicated that majority of the university students have moderate level of stress. There was a significant inverse relationship between stress level and coping strategies among undergraduates. In conclusion, some levels of stress can be good, as the right kind of stress encourages them towards change and growth. However, when students are unable to cope with stress, they can become a burden. It is recommended that students should be encouraged to take part in extra-curricular activities such as sports to reduce stress.  Keywords: Stress; coping strategies; university students

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Handwriting development begins as early as infancy when children are first able to grasp a writing object and leave a mark on the paper. Handwriting is linked with brain functioning; experts suggest that handwriting skill lightens a student's cognitive load. With consistent handwriting practice, it becomes less demanding and more automatic, enabling students critical thinking and thought organization. The lack of writing skill decreases kids' capacity to carry out higher-order skills. Most of the writing intervention approaches are not multisensory and some are using substances that may be dangerous for kids such as sand or shaving cream or pipe cleaners or play-doh etc. These issues become more challenging for kids with a learning disability such as dyslexia. This empirical gap in the multisensory writing system is the target of this research. A multisensory mobile application (Wridy) is designed and developed to support kids with learning disabilities. Wridy is an early-stage multisensory writing intervention tool. It uses a dyslexia-friendly user interface, fonts and colour. Wridy is demonstrated to the teachers of the Dyslexia Association Kuching, Malaysia. The results of the survey show that Wridy is helpful and useful in learning writing alphabets especially for kids with learning disabilities such as dyslexia.

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