Adolescent academic anxiety often presents as a multidimensional construct influenced by trauma history, cognitive distortions, family dynamics, and identity-related vulnerabilities. This case study examines a 15-year-old female adolescent (referred to as Client) presenting with academic avoidance, exam anxiety, trauma-related guilt, low self esteem, and interpersonal rigidity. The client disclosed a history of sexual harassment by a former tuition teacher, followed by persistent academic inhibition and cognitive self-doubt. A structured integrative intervention model was implemented over a three-month period (November 2025–February 2026), comprising Cognitive Behaviour Therapy (CBT), Behavioural Activation, Time Hygiene structuring, Positive Reinforcement, Emotional Validation, and Grounding Techniques. Therapeutic focus included restructuring maladaptive beliefs, reducing avoidance behaviours, rebuilding academic self-concept, enhancing emotional regulation, and improving interpersonal flexibility. Across 12 structured sessions, measurable improvements were observed in academic performance (increase to 60% across subjects), reduced anticipatory exam anxiety, improved behavioural consistency, and enhanced self-efficacy. The client demonstrated increased cognitive flexibility, reduced black-and-white thinking, and improved emotional resilience in familial and peer contexts. This case highlights the role of trauma-informed CBT combined with behavioural structuring in addressing post-traumatic academic inhibition in adolescents. Findings align with contemporary integrative healing models emphasizing structured behavioural reinforcement and cognitive restructuring (Puri et al., 2025; Banerjee et al., 2024). The prognosis remains favourable, with maintenance and relapse-prevention strategies recommended