BREAKING THE SILENCE: UNVEILING THE

MENTAL HEALTH CONCERNS AMONG

GENERAL ACADEMIC STRAND (GAS)
STUDENTS OF LEGAZPI CITY NATIONAL
HIGH SCHOOL (LCNHS)
 Members:
Apuyan, Randy E.
Azupardo, Shane N.
Balgemino, Renato A. Jr
Balucio, Samuel Dave A.
Banez, Justin C.
Baronia, Nicole Ann B.
Baroña, Ma. Aleah A.
Lodronio, Nikka M.
Paragas, Jeanne Marie A.
INTRODUCTION
STATEMENT OF THE PROBLEM

1. What are the common mental health concerns faced by the General Academic Strand (GAS)
student of Legazpi City National High School (LCNHS)?

2. How do General Academic Strand (GAS) students of Legazpi City National High School (LCNHS)
cope with mental health concerns?

3. What school program may be implemented by Legazpi City National High School (LCNHS) cope
with mental health concerns for address the mental health concerns of General Academic Strand
(GAS) students?
METHODS AND PROCEDURE

• Research Design

• The study utilized a qualitative research design t investigate mental health concerns. The research
employed a descriptive research, that primarily focuses on the characteristics of the phenomenon
under study ,emphasizing the “what” rather than “why” aspect the research subject, as defined by
Bueno(2016).
METHODS AND PROCEDURE

• Participants

• The participants were six(6) student of General Academic Strand (GAS), who would like to
participate aged 16-18 years old.

• Instrument

• The interview schedule questionnaire consisted of 10- items and there were three (3) preliminary
questions and ten(10) open ended questions about the Breaking the Silence: Unveiling the Mental
Health Concerns.
METHODS AND ROCEDURES

• Procedures

• The researcher used purposive sampling for face-to-face interviews with six(6) participants, starting
data collection after obtaining approval from the school's head, securing permission from
instructors, and having participants sign informed consent forms. Subsequently, participants were
tested in a classroom setting for 20 to 30 minutes, and the collected data was scored.

• Participants in a school program were told about mental health, agreed to join the study willingly,
and could leave if they wanted. Their data was kept secret, and only the researcher knew who was
who. No personal details were shared, and we'll find out the study results later.
METHODS AND PROCEDURES

• Ethical Considerations

• The researcher customized the interview schedule, obtained consent, recorded interviews, ensured
privacy and anonymity by using aliases, and sought permission for questionnaire modifications.
METHODS AND PROCEDURES
• Data Analysis

• The researcher supplied a transcript of each participant's interview prior to doing the data analysis
to ensure that the transcriptions were accurate. The researcher used the six steps of thematic
analysis recommended by Braun and Clarke (2006) to find the data.

• The researcher started by reading the data, then gave each response a code, looked for similar
topics, checked other studies with the same idea, and finally found patterns in the data to group
responses. They shared the results of their research when they were done.
RESULTS AND DISCUSSIONS

• Table 1.1 outline all the common themes and patterns among participants about the common
mental health concerns faced by the General Academic Strand (GAS) student of Legazpi City
National High School (LCNHS) about.

• There are five(5) factors that occurs on some participants such as: (1)Suffering anxiety due to
academic pressure, (2)suffering depression due to academic pressure, (3) Social and Peer
Pressure, (4) Personal Factors, (5) Environmental Factors.
 Table 1.1 common mental health concerns faced by General Academic Strand (GAS)
students.

•Suffering anxiety due to academic pressure and suffering depression due to academic.
Suffering from anxiety due to academic pressure is a common faced by General Academic Strand (GAS)
students, primarily because of overwhelming expectations, performance expectations and high standards.
According to a study conducted by Levecque et al. (2017) these factors play a significant role in increasing
anxiety levels in students.
•Social and Peer pressure
Social and peer pressure is the second most common theme among the participants (John Clark;
Elizabeth), why they experienced anxiety and depression. Social and peer pressure can originate from various
sources, such as conforming to societal norms or meeting the expectations set by friends and colleagues.
•Personal Factors
Another common theme among the participants (Jatinne; Carille) is personal factors. Suffering from
anxiety or depression due to personal factors like self-criticism and bragging about oneself can have a
detrimental impact on mental well-being.
•Environmental factors
Moreover, environmental factor is the last common theme for participant (Dorothy) the common mental
health issues faced by General Academic Strand (GAS) students and why it happened. Thoits (2011)
emphasized the crucial role of social support in protecting against anxiety and depression.
RESULTS AND DISCUSSIONS

• Table 1.2b outline all the common theme and patterns among participants in coping
mechanisms/strategies of the General Academic Strand (GAS) student of Legazpi City National
High School (LCNHS).

• There are five(4) factors that occurs on some participants such as: (1)Sharing problems with
friends, (2)Spending time with family, (3) Participating in Physical Activities, (4) Engaging in
music or artistic expression.
Table 1.2b common theme and patterns among participants in coping
mechanisms/strategies of the General Academic Strand (GAS) student of Legazpi City
National High School (LCNHS).
• Sharing problems with friends.
When it comes to coping mechanisms or strategies, one common theme that has surfaced to all
participants (John Clark; Jastinne; Carille; Dorothy; Mia; Elizabeth) is sharing problems with friends. Bar-
On and Livneh (2008) conducted a study that revealed individuals with greater social support
experienced less anxiety.
• Spending time with family
In this two participant (Jastinne; Elizabeth) one prevalent coping strategy emerged as a common
theme was spending time with family. William Pollock the social psychologist said that family acted as a
primary source of emotional comfort during distress or crisis.
• Participating in Physical Activities
In addition, two participants (Carille; Elizabeth) the common theme that has emerged is participating
in physical activities as a means of managing their anxiety. This coping mechanism emerged as a
proactive response to the challenges they faced in their lives.
• Engaging in music or artistic expression
It was observed that our two participants (Dorothy; Mia) employed in engaging music or artistic forms
of expression as the common theme in coping mechanism/strategies of the participants. Participants in
our study demonstrated coping strategies that involved engaging with music, painting, and dancing.
RESULTS AND DISCUSSION

• Table 1.3c outline all the common theme and patterns among participants in school program that
may be implemented by Legazpi City National High School (LCNHS) cope with mental health
concerns for address the mental health concerns of General Academic Strand(GAS) students.

• There are two(2) factors that occurs on some participants such as: (1) Increased awareness and
support for mental health issues, (2)Improved academic performances and overall well-
being.
Table 1.3c shows the common themes and patterns
among participants in school program that may be implemented by Legazpi City National
High School (LCNHS) cope with mental health concerns for address the mental health
concerns of General Academic Strand (GAS) students.

• Increased Awareness and support for mental health issues.

All our participants (John Clark; Jastinne; Carille; Dorothy; Mia; Elizabeth) emerged to attend a
seminar that focused on increased awareness and support for mental health issues, with the aim of
coping with the challenges they were facing. The seminar provided a platform where individuals
sought support, advice, and assistance in managing their mental health concerns.
• Improved academic performance and overall well-being.
Furthermore, improved academic performance and over all well-being is another common themes
for two participants (Elizabeth; Jastinne) for project implementation. Our two participants were eager
to implement a program or seminar focused on enhancing academic performance and overall well-
being, driven by their desire for academic success.