The Mental Health Challenges Encountered by the Grade 12-HUMSS

Students in RMSMNNHS

A Research Paper Presented to

RITO MONTE DE RAMOS SENIOR MEMORIAL NAHAONG NATIONAL HIGH SCHOOL
Nahaong, Libagon, Southern Leyte

In Partial Fulfillment of the Subject

Practical Research 2

Researchers
Calo, Demark
Ceballos, Angelito
Dagaas, Vince Henry E.
Doquila, Lheyron Rhave P.
Egina, Cykie
Malayag, Regel E.
Olvina, Cheryl Dailey Ann L.
Quitay, Rovelyn M.
Tidalgo, Mary Claire
Timkang, Jan Kneseth
Wong, Sanny

S.Y. 2023-2024
 Table of Contents

I. Preliminary Matter

i. Acknowledgement.............................................................................................................

ii. Abstract.............................................................................................................................

II. Chapter 1

i. Background of the Study...................................................................................................

ii. Statement of the Problem................................................................................................

iii. Scope and Limitation.......................................................................................................

iv. Significance of the Study.................................................................................................

III. Chapter 2

i. Review of related Literature...............................................................................................

ii. Theoretical Framework.....................................................................................................

iii. Definitions of Terms........................................................................................................

IV. Chapter 3

i. Research Design................................................................................................................

ii. The sample and instrument..............................................................................................

iii. Data Collection and Procedure.......................................................................................

v. Data Analysis Procedure..................................................................................................

V. Chapter 4: Analysis and Interpretation of data

VI. Chapter 5: Summary, Conclusion and Recommendations

i. Summary...........................................................................................................................

ii. Conclusion........................................................................................................................

iii. Recommendations..........................................................................................................

VI. Bibliography
 Acknowledgment

Without the participation and assistance of many individuals, some of whose names may

not have been included in the list, this project would not have been able to be completed. We

sincerely thank them for their contributions, which are acknowledged. Nonetheless, the

researchers would like to thank everyone for their support, especially the following:

To our practical research 2 adviser, Ma'am MA. QUENNIE Q. MENDEZ, for her

unwavering direction, instruction, advice, and helpful reviews in bringing this study to a

successful conclusion.

The researchers are deeply grateful to their parents and guardians, who have inspired

them to work hard and to the best of their knowledge and abilities with their prayers, love, and

unwavering understanding.

We appreciate the respondents' cooperation as well as the time and effort they took to

provide us with the data we required to finish our research paper.

Above all, we are grateful to the Almighty Father for giving the researchers the courage,

strength, resilience, and endurance necessary to complete this study.

These individuals are the reason this study was successful and finished, and for that the

researchers are grateful. Thank you so much.

The Researcher
 Abstract

The study aims to understand the mental health challenges faced by Grade 12 Humanities

and Social Sciences students at Rito Monte de Ramos Sr. Memorial Nahaong National High

School (RMSMNNHS). Mental health is a major public health challenge, particularly for young

people in this generation, who are also major victims of such issues. Common mental health

challenges include anxiety, depression, eating disorders, trauma, and stress, which can affect a

teen's thinking, feelings, and actions, affecting their daily life.

Mental health is a significant issue in today's generation, as it affects everyone who has

difficulties in daily life. Dealing with mental illness is important, but it was once overlooked by

others. Mental health problems are the primary causes of disability worldwide, and people

suffering from mental illness often experience severe negative effects in their daily lives.

Society's reaction only makes matters worse, and the general populace generally has a

stigmatizing attitude.

Overall, this study aims to provide valuable insights into the mental health challenges

faced by Rito Monte de Ramos Sr. Memorial Nahaong National High School students, helping

them gain a deeper understanding of the topic and raise public awareness. By providing valuable

information and guidance, the study aims to help students and their families better understand

and address the mental health challenges they face.

 CHAPTER I
INTRODUCTION

The rationale of the Study

One of the major issues in this society is mental health, particularly for young people in

this generation, based on the World Health Organization (WHO) mental health is increasing

worldwide, mainly because of demographic changes. As the researchers noticed, students are

also major victims of mental health issues. According to (Stallman, 2008; Storrie et al., 2010),

students' mental health is highlighted as a major public health challenge. The researchers

assumed that the students in 12 Humanities and Social Sciences in RMSMNNHS were facing

mental health challenges.

As cited in the journal of Word Psychiatry, authored by Galderisi et al. (2015), mental

well-being is a dynamic condition that allows individuals to employ their skills in line with

society's fundamental ideals. As referred to in Mental Health First Aid USA (2021), common

mental health challenges include anxiety, depression, eating disorders, suffering trauma, stress,

etc. These issues can affect a teen's thinking, feelings, and actions, affecting their daily life.

The study aims to understand the mental health issues that might be faced by 12 HUMSS

students and focuses on this topic to assist them. Dealing with mental health issues is

challenging, especially for teenagers, who often resort to suicide or self-harm due to careless

behaviors and lack of attention. The researchers believe that addressing mental health concerns

should be a top priority, as adults often overlook the importance of mental health. Therefore,

addressing mental health concerns is crucial for a healthier future.

 Many adolescents face mental health issues, leading to suicidal thoughts and self-harm.

Depression and anxiety are common, but many avoid telling their parents about their struggles.

Researchers are investigating if 12-HUMSS students in RMSMNNHS are dealing with these

challenges, as they may feel invalidated by their emotions.

Researchers aim to understand mental health issues students face and how they can be

helped. The researchers aim to reduce the burden of mental health issues faced by students and

educate adults about the importance of mental health, particularly for those with depression or

anxiety. This study aims to reduce the burden on these students and promote their well-being.

Statement of the Problem

This study aims to identify what kind of Mental Health Challenges are Encountered by

the Grade 12 Humanities and Social Sciences students at Rito Monte de Ramos Sr. Memorial

Nahaong National High School.

To gather all necessary information, facts, and knowledge, the research aims to find

answers to the following questions:

1. What are the different challenges encountered by 12 Humanities and Social Sciences

students?

2. How do 12 Humanities and Social Sciences students cope with controlling their mental

health?

3. What factors affect 12 Humanities and Social Sciences student's mental health?
Scope and Limitation

This study will be conducted at Rito Monte de Ramos Sr. Memorial Nahaong National High

School and will only focus on Grade 12 Humanities and Social Sciences students as respondents.

Rito Monte de Ramos Sr. Memorial Nahaong National High School is located in Purok Mabolo,

Nahaong, Libagon, Southern Leyte.

Significance of the Study

This study will be conducted to determine the mental health challenges faced by Rito

Monte de Ramos Sr. Memorial Nahaong National High School, Grade 12-Humanities and Social

Sciences students.

The following sectors will benefit from the research:

Students. Most students who are coping with mental health concerns will benefit from this

research. This research will help the learner gain a deeper understanding of this topic. This study

intends to increase public awareness of the topic, and its findings can help in community

understanding and self-improvement.

Parents. Through this research, they will know what mental health challenges their children

encounter and how to help them deal with these issues and encourage them to address their

problems and difficulties.

Teachers. Teachers, who are sometimes referred to as "second mothers," will gain knowledge

from this study about what advice they can give adolescents and how to help them deal with

problems.
School Administration. The study's findings can help the school administration by raising

awareness of the problems with students' mental health and helping them by offering the students

better options.

Future Researchers. Future researchers can evaluate the data offered by this study and use its

findings as a research reference or guide. They will also be aware of the difficulties young

teenagers face with their mental health.

 CHAPTER II
REVIEW OF RELATED LITERATURE

Some typical mental health difficulties are anxiety, depression, eating disorders, suffering

trauma, stress, etc. These impacts produce harmful thoughts that every individual face, which

includes our social, psychological, and emotional well-being. These effects highlight the

negative aspects of a person's mental health difficulties.

Mental Health

In this generation, mental health has become a hot topic. Because it caused so many

misunderstandings and harm to many people's lives, having a good mentality involves being able

to handle your emotions well, but having bad mental health might put your life in danger. This

problem affects everyone who has difficulties in daily life, not just one specific person. Dealing

with mental illness has been a huge issue for everyone. This is because people now consider

mental health issues to be important, but in the past, they were overlooked by others.

According to a 2015 article by Wei et al. in the journal BMC Psychiatry, mental health

problems are the primary causes of disability and are pervasive all over the world. People who

suffer from mental illness frequently experience severe negative effects in their daily lives, and

society's reaction only makes matters worse. The general populace generally has a stigmatizing

attitude.

Stanley & Manthorpe (2001) report a growing level of public concern about concerns

related to students' mental health. Macaskill (2018) asserts that there is a global issue with

students' mental health.

 Because they feel more comfortable and can place more faith in others, most young

people choose to talk about their mental health difficulties with friends rather than relatives out

of fear (Griffiths et al., 2011).

Anxiety
Physical symptoms like anxiety, tenseness, feeling stressed or easily exhausted, difficulty

concentrating, pressure in the muscles, or trouble sleeping may also be present in addition to this

persistent anxiety and tension.

One of the most prevalent types of Psychopathologies that affects kids and teens is

anxiety disorder. Sadly, the majority of them continue to go undetected and untreated. Bernstein

and Connolly, 2007. According to author Rachman of Psychology Press (2013), anxiety is a

complicated phenomenon and a key element of many psychiatric issues.

In primary care, patients with anxiety disorders frequently appear with physical

symptoms such as headaches, muscle tension, gastrointestinal issues, back pain, and insomnia,

according to a 2015 article by Stein and Sareen in the New England Journal of Medicine.

The American Psychological Association's publication (2023) states that intrusive

thoughts or anxieties are a common symptom of anxiety disorders. Out of dread, they might

avoid certain situations. Physical side effects such as shaking, sweating, nausea, or an increased

heartbeat are also possible.

Depression

Depression, which is one of the major causes of illness burden worldwide, is a big

problem in terms of public health. Depression usually co-exists with other chronic disorders,

which might worsen the health effects connected to such conditions. Mousseavi et al.

According to Smith's (2014) essay for Nature, depression affects many people. More

"years lost" to disability than any other condition is a result of it globally. is partly because 350

million people worldwide suffer from it. All depressive illnesses have the traits of sorrow,

emptiness, or irritability, as well as physical and cognitive alterations that have a major impact

on the sufferer's ability to function. 2019; Ormel et al.

Causes and Treatment brought cognitive therapy to medical professionals and people

dealing with one of the most prevalent and debilitating illnesses of the contemporary era and

provided the first thorough account of all aspects of depression. Since the publication of that

seminal work, there has been a growing understanding of the complexity of mood disorders and

the interconnectedness of phenomenological and biophysical psychology. Alford and Beck

(2009).

Eating Disorders

The genesis of eating disorders is complicated and involves interactions among social,

psychological, and biological factors. Eating disorders are serious mental diseases. mentions

Culbert et al. (2015).

The eating disorder generally refers to psychological disorders involving gross

abnormalities in eating. Starvation, rigid dieting, binge eating, and purging are the most dramatic
features of eating disorders, and they perhaps provoke the greatest distress among patients and

concerned relatives. However, body image disorder essentially distinguishes eating disorders

from other psychological conditions that occasionally involve eating abnormalities and weight

loss. Moreover, the body-image disorder is the driving force behind the individual—al’s drastic

weight-reducing behavior and distress overeating. Rosen (2013).

According to Fairburn & Walsh (2002), the leading classificatory systems in psychiatry

both recognize two main eating disorders, anorexia nervosa and bulimia nervosa. Anorexia

nervosa was characterized in the late 19th century, and bulimia nervosa was first described in

1979. Fairburn & Walsh (2002).

According to Rikani (2013), eating disorders such as anorexia nervosa, bulimia nervosa,

binge eating disorder, and atypical eating disorders can develop at a complicated and diverse rate

and impact many young women and even men during their productive years. Although there are

many alleged risk factors for eating disorders, the evidence supporting biological, psychological,

developmental, and social influences on eating disorder development has not been conclusive.

Suffering Trauma

Based on the article Substance Abuse and Mental Health Services Administration

[SAMHSA], Trauma and Justice Strategic Initiative, (2012), trauma refers to experiences that

cause intense physical and psychological stress reactions. “Trauma results from an event, series

of events, or set of circumstances that is experienced by an individual as physically or

emotionally harmful or threatening and that has lasting adverse effects on the individual’s

functioning and physical, social, emotional, or spiritual well-being.

 Risk factors for the development of psychopathology following trauma exposure fall into

three categories: pre-trauma, peri-trauma, and post-trauma factors. Pre-trauma factors can

include age, gender, race/ethnicity, education, prior psychopathology, and neurobiological

factors. Peri-trauma factors can include the duration/severity of trauma experience and the

perception that the trauma has ended. Sayed et, al., (2015).

The fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM–5)

includes significant changes to Criterion A for posttraumatic stress disorder (PTSD), the criterion

that defines which events qualify as “traumatic. May & Wisco (2016).

According to Ramesh et, al., (2019), traumatic injuries pose a global health problem and

account for about 10% global burden of disease. Among injured patients, the major cause of

potentially preventable death is uncontrolled post-traumatic hemorrhage.

Stress

The body's general response to any demand is stress. Fink, (2010). According to

Robotham & Julian (2006), stress is becoming more common among students enrolled in higher

education. For all universities, concerns like student retention and progression are getting more

and more crucial.

Stress has been defined in different ways over the years. Originally, it was conceived of

as pressure from the environment, then as strain within the person. The generally accepted

definition today is one of interaction between the situation and the individual. It is the

psychological and physical state that results when the resources of the individual are not

sufficient to cope with the demands and pressures of the situation. Michie (2002).
 Evolutionary success depends on our ability to adapt to changing circumstances. The

neuroendocrine stress response is an excellent example of a plastic system that responds to

threats to homeostasis and alters its output to meet current and expected future demands. At the

level of the hypothalamus, the corticotrophin secretagogues corticotrophin ‐releasing hormone

(CRH) and arginine vasopressin (AVP) respond rapidly to an acute stressor but, following

chronic stress, they adapt with a reduction of CRH but a major increase in AVP. Lightman,

(2008).

Theoretical & Conceptual Framework

The Mental
The Mental Health
Health Challenges
Challenges

AccordingAccording
to AarontoBeckAaron Beckcognitive
(1960), (1960), cognitive behavior
behavior theory, theory,emotions,
people’s people’s
emotions,behaviors,
thoughts, thoughts, and
behaviors, and bodilyaresensations
bodily sensations are interconnected,
interconnected, and anything theyand
anything they do or believe has an impact on how they feel. Additionally,
do or believe has an impact on how they feel. Additionally, if one of these if one
of these the
changes, changes,
othersthe others
will alter will alter When
as well. as well. When someone
someone is distressed
is distressed or anxious,or
anxious,
they may they
adoptmay adoptprocesses
thought thought processes and emotional
and emotional reactions reactions
that only that
serveonly
to
serve to amplify their bad feelings. According to this notion, a person’s
amplify their bad feelings. According to this notion, a person’s thought processes thought
processes
are are important
extremely extremely in important in the of
the formation formation of their state.
their emotional emotional state.

Determining the Mental Health Challenges Encountered by Grade 12-HUMSS

Conduct a symposium or orientation

Figure 1. Framework
 Figure 1 shows the input wherein it discusses the mental health challenges along with the

theory. In the process, it determines the Mental Health Challenges among 12 HUMSS students.

The output of this study will conduct a symposium or orientation to discuss and further

understand mental health, this will also prioritize the mental health being of 12-HUMSS

students.

Definition of Terms

The following terms were defined to provide a common definition. To give readers a

shared framework that will make understanding easier.

Anxiety – Anxiety is a common emotional response characterized by unease, and fear, affecting

thoughts, behavior, health, and physical, and can manifest both mentally and physically.

Depression – Depression is a complex mental health disorder characterized by persistent

sadness, helplessness, and loss of interest in activities, often affecting thoughts, emotions, and

physical health.

Eating Disorder – is a persistent disturbance of eating behavior and impairment of physical or

mental health.

Suffering Trauma – Trauma, a severe event causing extreme mental distress or emotional

despair, can lead to flashbacks, nightmares, and anxiety, often necessitating professional help for

healing and recovery.

Stress – Stress is an individual’s normal mental and physical responses to environmental

challenges, affecting their well-being, physical health, emotional stability, and ability to handle

life’s responsibilities.
 CHAPTER III
METHODOLOGY

Research Design

This study will use a mixed-methods approach, combining both qualitative and

quantitative data collection techniques. The researchers will use a descriptive-quantitative

method to discover the mental health challenges encountered by grade 12 HUMMS students. The

study will also use a Narrative Inquiry to understand the impact of mental health among 12

HUMSS students.

The Sample and Instrument

The respondents of the study were the grade 12-HUMSS students at RMSMNNHS. The

researchers will randomly select 40% of the population of 12 HUMSS students. This study will

use a survey questionnaire and checklist instrument to gather data. A random sampling technique

will be used to avoid biases from the respondents.

Data Collection and Procedure

Survey questionnaires and checklists were utilized as data collection tools by the

researchers to gather crucial information needed for the completion of the study. After that, the

survey questionnaires/checklist was created. Following the creation of the instrument, a letter

will be sent to the Head Principal, Research Teacher, and the respondents inquiring about their
consent to allow the survey questionnaire to be floated. To appropriately analyze the data, the

researchers will distribute the questionnaire to the respondents.

Data Analysis Procedure

Based on the findings of the checklist provided to the respondents, the information

gathered will be analyzed, classified, and recorded.

 CHAPTER IV
RESULTS AND DISCUSSION

The results of the data collection were covered in the following sections: To be able to

further clarify the findings of this investigation, tables, and graphs are used in the analysis

process. The Issues with Mental Health That Grade 12-HUMSS Students at RMSMNNHS Face.

Figure 1. Q1: What are the different challenges you face in your daily life as a student?

According to the following data obtained from the respondents, 75% say that the

challenges they face are stress. They were followed by anxiety (25%), eating disorders (16.7%),

trauma (16.7%), and depression (0%). This means that 12 HUMSS students often feel stress in

their daily lives.

Figure 1.Q2: As a student How would you rate your whole mental well-being?
 The answers found in the table above state that 66.7% had good mental well-being. She

was followed by not bad 33.3%, very good 0%, bad 0%, and. Thus, it asserts that 40% of the

HUMSS students were in good mental health.

Figure 2.1: I could handle my mental well-being.

In 12-HUMSS, there are 12 respondents. The graph indicates that 50% of the students

said they agreed, 41.7% said they were neutral, 8.3% said they strongly agreed, 0% said they

disagreed, and 0% said they strongly disagreed. This demonstrates the ability of the 12 HUMSS

students at RMSMNNHS to manage their mental health.

Figure 2.2: I seek help from my friends.

 According to the respondents' responses, which are shown above, 41.7% gave a neutral

response, 16.7% agreed, 16.7% strongly agreed, 16.7% disagreed, and 8.3% strongly disagreed.

This shows that the majority of grade 12 (HUMSS) students seek their friends for help.

Figure 2.3: I have been seeking advice from my parents.

The graph displays the following percentages: 33.3% who selected agree, followed by

those who selected neutral, 25% who selected strongly disagree, and 8.3% who selected strongly

agree. This demonstrates that, in contrast to the other student, who is neutral or takes no sides,

the majority of students in 12 HUMSS have been approaching their parents for advice.

Figure 2.4: Primary care physicians should be the only ones to prescribe medication for mental

health.
 50% of respondents stated they agreed, 25% claimed they were neutral, 8.3% said they

strongly agreed, 8.3% indicated they disagreed, and 8.3% said they strongly disagreed. This

indicates that the vast majority of participants believe that the only authority to recommend

meditation for mental health concerns should come from primary care physicians.

Figure 2.5: I apply some daily routines to reduce mental concerns.

The graph above indicates that 50% of students selected "agree," with 33.3% selecting

"neutral," 8.3% selecting "strongly agree," and 8.3% selecting "disagree." This indicates that the

majority of students have daily routines that help them avoid thinking about mental health issues.

Figure 2.6: Seeking help from a professional for a mental health problem is important.
 According to the illustration, 50% of respondents said they strongly agreed, 25% said

they agreed, 16.7% said they were neutral, and 8.3% said they disagreed. It suggests that the

majority of students seek professional assistance for mental health issues.

Figure 2.7: Encouraging someone who is struggling with mental health issues to get help from

professionals.

Strongly agreeing made up 41.7% of the responses, followed by neutral (33.3%), agree

(16.7%), and disagree (8.3%). It demonstrates that students should seek professional assistance if

they have mental health concerns.

Figure 2.8: Exercise boosts healthy and stable mental health.

 As can be seen from the above graph, the distribution of responses was as follows: 33.3%

strongly agreed, 25% agreed, 16.7% answered neutral, 16.7% disagreed, and 8.3% strongly

disagreed. It demonstrates that the vast majority of respondents concur that physical activity can

improve and maintain mental health.

Figure 2.9: Schools should raise awareness about mental health.

25% agree, 25% are neutral, and 50% strongly agree. It demonstrates that students concur

that mental health education should be promoted in schools.

Figure 2.10: Students and teachers should give importance to mental health.
 66.7% of respondents strongly agree, 16.7% are neutral, 8.3% agree, and 8.3% disagree,

according to the responses. Demonstrate the majority among respondents that educators and

students should place a high priority on mental health.

Figure 3.Q1: As a student financial problem is one of the causes of my mental health.

3.1 present if the financial problem is one of the causes of their mental health. There are

33%, which is the majority, significantly decreased and slightly decreased that financial

problems affect their mental health, 25% who were significantly increased, and 8.3% who said

slightly increased. This means that grade 12 HUMSS students are not affected by financial

problems.

Figure 3.Q2: I feel stressed because of family problems.

 Figure 3.2 illustrates whether 12 HUMSS students were stressed because of family

problems. There are 25% of the respondents, which is the majority, say slightly increased and

significantly decreased, and 16.7% of the respondents say slightly increased, significantly

increased, or grossly similar, that family problems are the cause of their stress. This states that

family problems affect some of the 12 HUMSS students, and some of them are not affected by

family problems.

Figure 3.3: How personal relationship problems affect your mental health

Figure 3.3 presents if personal relationship problems affect the mental health of 12

HUMSS students. There are 33% of the respondents who say they have slightly increased, 25%

who say they have slightly decreased, 16.7% of the respondents say they have significantly

decreased and are grossly similar to them, and 8.3% say they have significantly increased. This

means that's a personal problem that affects the mental health of 12 HUMSS students.

Figure 3.4: As a student rate 1-5, how pressured you feel.

 Figure 3.4 illustrates if the respondents feel pressured as students. There are 33% of

respondents, which is the majority, said slightly decreased scale 2 and slightly increased scale 4.

25% of the respondents said significantly decreased, and 8.3% said significantly increased. This

proves that some of the 12 HUMSS students were pressured and others were not fully affected

by it.

Figure 3.5: I am a grade-conscious student

Figure 3.5 shows if the students of 12 HUMSS are grade-conscious. There are 41.7% of

the respondents, the majority, say it is grossly similar that they are grade-conscious students;

16.7% of the respondents say it has significantly increased, slightly increased, and slightly

increased; and 8.3% say it has significantly decreased. This means that the 12 HUMSS students

are grade-conscious.

Figure 3.6: I feel uneasy that my classmates might judge me

.
 Figure 3.6 illustrates whether the 12 HUMSS students feel uneasy about being judged by

their classmates. There is a total of 25%, said significantly decreased, slightly increased, and

grossly similar; 16.7% said slightly decreased; and lastly, 8.3% said significantly increased.

Which states that some of the 12 HUMSS students are uneasy that their classmates might judge

them and others are not.

Figure 3.7: I feel stressed because of discrimination

The chart above illustrates whether 12 HUMSS students were stressed because of

discrimination. There are 25% of the respondents who say slightly decreased, significantly

decreased, and grossly similar; 16.7% of the respondents say slightly increased; and 8.3% say

significantly increased. This states that discrimination affects the 12 HUMSS students.

Figure 3.8: I feel depressed because of my parents’ high expectations.

 Figure 3.8 shows if the 12 HUMSS students feel depressed because of their parents’ high

expectations. There are 33% of the respondents, which is the majority, who say significantly

decreased, 25% of the respondents say grossly similar, 16.7% say slightly decreased and slightly

increased, and 8.3% say significantly increased. This states that the students in Grade 12 (Figure

HUMSS) are not depressed because of their families’ high expectations.

Figure 3.9: I have trauma because of bullying.

The chart above illustrates whether 12 HUMSS students were traumatized because of

bullying. There is a total of 25%, which is the majority, who said significantly increased, slightly

increased, and 16.7% said significantly decreased, slightly decreased, and grossly similar, which

means that the 12 HUMSS students are having trauma because of bullying.

Figure 3.10: I can’t take care of my mental health because of bereavement (losing someone close

to you).
 Figure 3.10 shows if students in 12 HUMSS can't take care of their mental health because

of bereavement. 33% of the respondents, which is the majority, say slightly increased and

grossly similar; 16.7% say slightly decreased; and 8.3% say significantly decreased and

significantly increased. This shows that the students in 12 HUMSS can't control their mental

health if they lose someone they love.

 Chapter V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, conclusion, and recommendation of the study.

Summary of Findings

The study entitled " The Mental Health Challenges Encountered by the Grade 12-

HUMSS Students in RMSMNNHS. Which used a Quantitative Research Design as it aimed to

gather comprehensive knowledge about the mental health challenges affecting 12- HUMSS

students. The study followed a Random Sampling method. The respondents of the study consist

of 12 Grade 12 Senior High School HUMSS students studying at RMSMNNHS. The researchers

collected data from the respondents using a questionnaire and checklist as the data-gathering

tool. Data collection was done through a Survey for the distribution of the questionnaire. The

gathered data were tallied and the findings were analyzed by the researchers.

The study reveals that Grade 12 HUMSS students at RMSMNNHS face various

challenges in their daily lives, including stress, anxiety, eating disorders, trauma, and depression.

The majority of respondents (50%) believe they can manage their mental health, with 41.7%

seeking help from friends and 33.3% seeking advice from parents. The majority of respondents

believe that primary care physicians should be the only authority to prescribe medication for

mental health concerns. The majority of students also apply daily routines to reduce mental

concerns, with 50% agreeing and 33.3% agreeing. The majority of respondents strongly agree

that seeking professional assistance is important for mental health problems. The findings
highlight the importance of addressing mental health issues among students in a supportive

environment.

The 12 HUMSS students' mental health was surveyed, with a majority of respondents

agreeing that seeking professional help is crucial for their well-being. Physical activity was

found to be a significant factor in maintaining mental health, with 33.3% strongly agreeing. The

majority of respondents also agreed that schools should raise awareness about mental health,

with 66.7% strongly agreeing. Financial problems were identified as a significant cause of

mental health stress among the students, with 33% feeling it significantly decreased or slightly

decreased. Family problems also impacted some of the students, with 25% experiencing

significant increases and 8.3% feeling they had slightly increased. Personal relationship

problems also affected the mental health of the students, with 33% feeling it slightly decreased or

slightly increased. Grade consciousness was also a significant factor, with 41.7% of the students

feeling it was grossly similar. Unease about being judged by classmates was also a significant

factor, with 16.7% feeling it decreased and 8.3% feeling it increased. Discrimination was also a

significant factor, with 25% feeling it decreased, 16.7% feeling it increased, and 8.3% feeling it

increased.

Conclusion

More than one person in ten suffers from mental illness. We are unable to identify with

others because we are unable to feel their suffering. When people most need it, though, mental

health can help them become closer and feel less alone. It is critical to understand that the

community and loved ones of those suffering from mental illness also require help.
 There is a clear connection between physical and mental well-being. Mental disorders

can have physical side effects as well. Anxiety, depression, eating disorders, and substance abuse

are examples of mental illnesses. Since everyone’s experience of mental health varies, focusing

on these issues is essential. The first step in preventing this illness is recognizing its symptoms

and getting assistance as soon as possible.

Most RMSMNNHS Grade 12-HUMSS students struggle with issues like depression,

eating disorders, anxiety, trauma, and stress. Thirty-three percent of them agreed that physical

activity plays a significant role in their mental health. Their anxiety about being judged by their

fellow students, financial difficulties, family issues, issues in their relationship, and grade

consciousness are all major factors affecting their mental health. For mental health issues,

primary care doctors should recommend medication. Students can also use daily routines to help

manage their mental health. For students’ overall well-being, it is essential to address mental

health concerns in a supportive environment.

In conclusion, managing one’s mental health can be difficult. Nevertheless, it is not

impossible. You must maintain your strength and determination at all times.

Recommendation

For Teachers:

Educate yourself: Take time to learn about mental health, common mental health challenges, and

strategies for supporting students’ well-being. This knowledge will help you recognize signs of

distress and provide appropriate support.

Create a supportive classroom environment: Foster a safe and inclusive space where students feel

comfortable expressing their emotions and seeking help when needed. Encourage open dialogue

about mental health and promote empathy and understanding among students.

Be observant: Pay attention to changes in students’ behavior, mood, or academic performance

that may indicate mental health struggles. Reach out to students individually if you notice any

concerns and offer support or resources.

Promote self-care: Teach students about the importance of self-care and provide opportunities for

them to practice it. Encourage healthy coping mechanisms, stress management techniques, and

self-reflection activities.

For Students:

Seek support: If you’re struggling with mental health, don’t hesitate to reach out for help. Talk to

a trusted teacher, counselor, or family member who can provide guidance and support’

Practice self-care: Make self-care a priority in your daily routine. Engage in activities that bring

you joy, help you relax, and promote your well-being. This can include hobbies, exercise,

spending time with loved ones, or practicing mindfulness.

Build a support network: Surround yourself with positive and supportive individuals who uplift

and understand you. Connect with friends, join clubs or organizations that align with your

interests, and seek out resources within your school or community.

For Schools:

Implement mental health programs: Develop and implement comprehensive mental health

programs that address the needs of students, teachers, and staff. These programs can include

awareness campaigns, counseling service, and mental health education.

Provide training: Offer training sessions for teachers and staff to enhance their understanding of

mental health, identify warning signs, and learn effective strategies for supporting students’ well-

being.

For Future Researchers:

Conduct more research: Continue to explore and study the various aspect of mental health,

including its impact on students, teachers, and the overall school environment. This research will

contribute to a better understanding of mental health challenges and inform the development of

effective interventions.

Advocate for mental health: Use your research findings to advocate for the importance of mental

health support in educational settings. Share your knowledge with policymaker’s school

administrators, and other stakeholders to promote positive change.

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