Mental Stability of Grade- 11 Senior High Students: Factors that Affect

the Mental Health of Grade 11- Senior High Students of Juan Villablanca

Memorial High School SY: 2022-2023

RESEARCHERS

MA. THERESE B. CAMILLER

JEZRYLLE MAE S. CASTIL

CARL FRANCIS B. ORDOVEZ

DIVINA N. AURES

RUBY ANN M. GUILLOS

MARY JANE M. DAGAMI

MARDIORE P. CAGYAT

APRIL 2023
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Our Mental Health is one of the most important aspects of our well-

being. It involves our emotional, psychological, and social well-being.

Mental health is more than the absence of mental disorders. It exists

on a complex continuum, which is experienced differently from one

person to another, with varying degrees of difficulty and distress and

potentially very different social and clinical outcomes. World Health

Organization (WHO).

Mental health has been a relevant issue among students worldwide.

According to reports from the American Psychological Association

(APA), 81% of Gen Z teens (ages 13–17) have experienced more

intense stress during the COVID-19 pandemic. Most of the students

who are experiencing poor mental health are suffering from different

kinds of mental health issues, like depression and anxiety.

In this study, performance refers to the grades of Senior High school

students of Juan Villablanca Memorial High School who are

experiencing many factors that affect their mental health. Especially

when the COVID-19 pandemic hits. Some of these are having a poor

understanding in school, experiencing family problems, break-ups, and

being suicidal; also, some of them think of killing themselves to solve

their problems because they believe that they will be okay in the end.

The researchers choose to conduct this research about the issue to

know the answers to why some of the affected students tend to think

about suicidal thoughts. In order to solve and prevent this issue, we

need to take action and also help students be aware of what to do if

they are experiencing mental health problem.

Therefore, to conduct this research, we will be conducting an interview

research approach to gather information on senior high school students

who receive a low grades and to determine the factors that contribute

to mental health. The sample population will consist of senior high

school students at Juan Villablanca Memorial High School and the data

will be analyzed using descriptive and factor analysis methods.

**Descriptive analysis: this method involves summarizing and

describing the main characteristics of the collected data, such as the

frequency distribution, the central tendency, and the measure of

variability.

**Factor analysis—analyzing the relationship between variables to

identify underlying factors that explain the variation in the data.

In conclusion, this research is essential to understanding the cause of

the Mental Stability of the students and identifying an effective strategy

to support their well-being. By filling the knowledge gap on how mental

health status affects the education of students, this research can inform

policy and practice in the education and mental health fields and

ultimately improve the education of the senior high school students at

Juan Villablanca Memorial High School.

STATEMENT OF THE PROBLEM

The problem of mental health among Senior High Students, specifically

those students who are currently studying at Juan Villablanca Memorial

High School is a growing concern. Senior High School is a critical time

in student’s life when they are facing academic challenges, social

pressure, and transitioning into adulthood. The stressors of this period

can have a significant impact on a student’s mental health and it got

even worse when the COVID-19 pandemic happened leading to a

range of issues such as anxiety, depression, and even suicidal

thoughts.

Addressing the problem of Mental Health issues among Senior High

Students at Juan Villablanca Memorial High School requires a multi-

faceted approach that includes increasing awareness of Mental Health

resources, promoting healthy coping strategies, and creating a

supportive school environment. By doing so, we can help students

thrive academically and personality, and reduce the burden of mental

illness on students that are experiencing different mental health issues.

The aim of this study is to address the mental health issues of

the senior high student of Juan Villablanca Memorial High School SY

2022-2023.
 Specifically, the study seeks answers to the following questions:

1. What are the factors that affect the mental health of s Senior

High Students of Juan Villablanca Memorial High School SY:

2022-2023?

2. What are the coping mechanism of the participant in terms of

their mental health issues?

3. How does mental health affect the learning of participants?

SCOPE AND DELIMITATION

Our study will focus on Senior High Students. We will be conducting

this study at Juan Villablanca Memorial High School. The general

purpose of our study is about the Mental Health issues that affect them.

This study will consist of Grade 11 students that are enrolled in this

academic year 2022- 2023. The participants will be limited to twenty

(20) Grade 11 Senior High students of Juan Villablanca Memorial High

School.
Moreover, the participants will be purposely selected by referring to

their grades record to the students with 79 or below. We will be

conducting this research through interviews. The limited time and days

for our data gathering will only consist of 7 days, three (3) students per

day. We will ask different questions that are necessary for this problem.

SIGNIFICANCE OF THE STUDY

The study shows that having good mental health will give better

learning, student productivity, and better student prosocial behavior

and healthy social interaction. In this study we are expecting the

following benefits:

Student. This study will help them manage their stress and be aware

of what to do if they are or if someone is experiencing mental health

issues.

Teacher. This study will help the teacher to easily identify the student

who is experiencing mental health issues. it will understand the

important needs of the student and teachers will help them by

understanding the learning needs of a student.

The School of Education. This study will help to provide an evocative

picture of the current situation of now student who is suffering or

experiencing mental health issues. And also to provide for the basic

needs of a student.

Parent. This study will help the parents to give support to their child or

children and them to understand the situation of mental health issues

such as anxiety and depression and other mental health issues.

Future Researcher. This study will help the future researcher to have

an idea about mental health and for them to look for new ideas to help

students who are experiencing mental health problems.

Definition of Terms

ABSENCE

The state of being away from a place or person. (Oxford Dictionary)

BURDEN

A load, typically a heavy one. (Oxford Dictionary)

CENTRAL TENDENCY

The statistical measure that identifies a single value as representative

of an entire distribution.

COMPLEX CONTINUUM

Skills can be classified according to how complex or difficult the

movement is. (Ed BBC)

MULTIFACETED

Having many aspects or sides. (Merriam-Webster)

PROSOCIAL BEHAVIOR

Behavior through which people benefit others.

VARYING- Differing in size, amount, degree, or nature.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The review of related literature is a vital aspect of research, and in this

chapter, research and studies done locally and abroad are discussed.

This review focuses on the studied mental health status of different

sectors of the community, especially students, and how it affects the

private lives of people. It aims to provide a general understanding of

the mental health of students and the adverse effects of it.

In the study of Farzan Sasangohar, BA, BCS, MASc, SM, PhD

and Et al.(2020) Student mental health in higher education has been

an increasing concern. The COVID-19 pandemic situation has brought

this vulnerable population into renewed focus. The study aims to

conduct a timely assessment of the effects of the COVID-19 pandemic

on the mental health of college students. They conducted interview

surveys with 195 students at a large public university in the United

States to understand the effects of the pandemic on their mental health

and well-being. The data were analyzed through quantitative and

qualitative methods. Of the 195 students, 138 (71%) indicated

increased stress and anxiety due to the COVID-19 outbreak. Multiple

stressors were identified that contributed to the increased levels of

stress, anxiety, and depressive thoughts among students. These

included fear and worry about their own health and of their loved ones
(177/195, 91% reported negative impacts of the pandemic), difficulty in

concentrating (173/195, 89%), disruptions to sleeping patterns

(168/195, 86%), decreased social interactions due to physical

distancing (167/195, 86%), and increased concerns on academic

performance (159/195, 82%). To cope with stress and anxiety,

participants have sought support from others and helped themselves

by adopting either negative or positive coping mechanisms. Due to the

long-lasting pandemic situation and onerous measures such as

lockdown and stay-at-home orders, the COVID-19 pandemic brings

negative impacts on higher education. The findings of our study

highlight the urgent need to develop interventions and preventive

strategies to address the mental health of college students.

According to Gerd Schulte-Körne, Prof. Dr. Med, 10–20% of

children and adolescents have a mental health problem of some type.

Manifestations such as attention deficits, cognitive disturbances, lack of

motivation, and negative mood all adversely affect scholastic

development. It is often unclear what factors associated with school

affect children’s mental development and what preventive measures

and interventions at school might be effective.

This review is based on systematic reviews, meta-analyses, and

randomized and non-randomized controlled trials that were retrieved by

a selective search in the PubMed, PsycINFO, and Google Scholar

databases. Interventions based on the methods of cognitive-behavioral

therapy; interactive, class-based, and group-based methods, measures

directed at target groups; strengthening of individual resources,

exclusively information-based methods not recommended.

The strengths and difficulties questionnaire (SDQ) is a popular

screening instrument (34– 36) that is used in the previously mentioned

settings of teachers, parents, and professionals in the healthcare

sector (37). In an epidemiological sample (37) of 7984 students aged

5–15 years, 70% of students with conduct disorders, hyperactivity,

depressive symptoms, and anxiety disorders were correctly diagnosed

by using the SDQ, compared with the ICD-10 diagnoses.

The prevalence of hyperkinetic disorder is 1–6%. Its main

manifestations are motor hyperactivity, attention deficit, and impulsive

behavior. Learning disorders such as dyscalculia and dyslexia affect 4–

6% of children each, while 4–5% of children and adolescents suffer

from depression, which is twice as prevalent in girls as in boys. Mental

health problems increase the risk of repeating a grade, truancy and

dropping out of school. The risk of developing an internalizing or

externalizing mental health problem can be lessened by changes in the

school environment and by the implementation of evidence-based

school programs.
 Physicians, in collaboration with school social workers and

psychologists, should help teachers recognize and contend with mental

health problems among the children and adolescents whom they teach,

to enable the timely detection of stress factors at school and the

initiation of the necessary measures and aids. In particular, the school-

entrance examination and screening for risk factors at school can make

a positive contribution. Evidence-based preventive programs should be

implemented in schools, and beneficial changes in the school

environment should be a further goal.

Mental health, although not a new concern, has become

increasingly acceptable to discuss in recent years. A growing body of

research about college student mental health concerns underlines the

need for educators to consider how mental health might affect students

and what courses of action are available. This is imperative given how

mental illness may hinder students’ success (Breslau, Lane, Sampson,

& Kelsser, 2008; Canford, Eisenberg, & Serras, 2009; Elion, Wang,

Slaney, & French, 2012; Keyes, Eisenberg, Perry, Dube, Kroenke, &

Dhingra, 2012; Thompson, Connely, Thomas-Jones, & Eggert, 2013).

 Even though mental health supports exist on many campuses,

research shows that these are often insufficient to meet the demands

of the students population (Reetz, Barr, & Krylowiez, 2013; Novotney,

Argues that researchers' reliance on "objective" mental health

scales and disregard for clinical judgment has led to many mistaken

conclusions. Specifically, standard mental health scales appear unable

to distinguish between genuine mental health and the facade or illusion

of mental health created by psychological defenses. Evidence is

presented indicating that (1) many people who look healthy on

standard and mental health scales are not psychologically healthy and

(2) illusory mental health (based on defensive denial of distress) has

psychological costs and may be a risk factor for medical illness. Clinical

judges could distinguish genuine from illusory mental health, whereas

"objective" mental health scales could not. The findings call into

question the conclusions of many previous studies that rest on

standard mental health scales. They suggest new ways of

understanding how psychological factors may influence health. Finally,

they suggest that clinical methods (which researchers often malign)

may have an important role to play in meaningful mental health

research. (PsycINFO Database Record (c) 2016 APA, all rights

reserved) (Shedler, J., Mayman, M., & Manis, M. (1993).

 The promotion of mental health among children and adolescents

is a public health imperative worldwide, and schools have been

proposed as the primary and targeted settings for mental health

promotion for students in grades K-12. This review sought to provide a

comprehensive understanding of key factors involved in models of

school education contributing to student mental health development,

interrelationships among these factors, and the cross-cultural

differences across nations and societies. The lessons learned from

previous studies indicate that developing multi-component school

strategies to promote student mental health remains a major challenge.

This review may help establish appropriate school educational models

and call for a greater emphasis on the advancement of student mental

health in the K-12 school context among different nations or societies.

(Ting Yu, Jian Xu, Yining Jiang, Hui Hua, Yulai Zhou & Xiangrong Guo)
 Chapter III

METHODOLOGY