CHAPTER 1

BACKGROUND OF THE STUDY

Students endure numerous difficulties in their scholastic and social lives as they go

through a critical period in their development. They are consequently especially susceptible to

mental health issues like sadness, stress, and worry. They may do significantly worse

academically, exhibit higher absenteeism rates, or even discontinue their studies as a result of

these mental health issues (Allen et al., 2018). Previous studies have repeatedly demonstrated

that students frequently experience mental health issues such depression, stress, and anxiety,

which can negatively affect their academic performance (Awadalla et al., 2020). For instance, a

study by (Sharma and Pandey 2017) indicated that depressed kids were more likely to have

poorer marks and were more likely to drop out of school. (Pascoe et al. 2020) explain that stress

anxiety and depression are inversely proportional to students’ academic performance the more

the stress the less focus on studies resulting in low grades. Not only that but the mental health

effects on students’ motivation, their engagement in the school and become the cause of

absenteeism (Khesht-Masjedi, 2017). For instance, the students who suffer from anxiety and

stress are less likely to take interest in class activities and perform very weak due to which their

results suffer (Kumar & Akoijam, 2017). Thus, prefer to miss school as they cannot face

embarrassment in front of their peers (Alharbi et al., 2019).

The relationship between the mental health of students and their academic performance is

a significant area of research in the Philippines and worldwide. Many students in the Philippines

experience issues like stress from schoolwork, family issues, and financial problems that have an

1
impact on their mental well-being. Students cannot focus well on their studies and perform well

in

exams when they feel anxious or depressed. Similarly, in other countries around the globe,

different states face similar challenges, where such mental health conditions cause a lot of

incapacity resulting in lower grades and a dropout rate. Recognizing how these mental health

disorders affect the process of learning could make their support systems better at helping these

students succeed academically while still maintaining a healthier lifestyle.

Students across various levels of education and different universities experience varying

levels of mental health issues associated with the individual nuances of academic demands in

their respective institutions. Lower and upper-level courses often encounter distinct types of

stressors. Lower-level courses typically undergo adaptation stress linked to acclimating to a new

learning environment, and establishing social connections. Meanwhile, upper-level students

frequently contend with stressors related to more complex research tasks, completing thesis and

research task, as well as navigating the pursuit of a successful career (House et al., 2020).

There is a need to understand better how students’ mental health affects their academic

success, as most studies focus on either mental health or academic performance separately,

leaving a gap in knowledge about their connection. Current research often overlooks specific

factors, such as how different types of mental health issues impact various subjects or learning

styles. Further, the ways cultural, social, and economic background affect the relation are

relatively not explored. Some questions left unaddressed pertain to whether the relation will be

enduring on academic outcomes over time, whether interventions have efficacy in aiding the

2
student for academic performance in relation to his/her mental health issues. To do this

effectively requires a profound knowledge of such elements.

There is a dire need to study the linkage between students’ mental health and academic

performance due to the fact that students are increasingly afflicted with stress, anxiety, and

depression, thereby severely impairing their ability to learn and attain good grades at school. And

with more and more students who face these kinds of mental challenges, we begin to see higher

dropout rates and lower grades alongside a lack of enthusiasm for learning in schools. This is not

only about their future prospects but also affects their overall well-being. In understanding how

mental health impacts success in school, we can establish better support systems and

interventions to help students do well in both school and life. It is critical to address this issue

now to ensure that every student has the opportunity to succeed and reach his or her potential.

The purpose of this research is to see if the mental health of students will have an

influence on their academic success. Students experience stress, anxiety, or depression just to

name a few, which affect the ability to learn and perform well at school. By learning about this

relationship, we aim to identify certain mental health issues that may hinder academic

achievement and better support students. This study would be important as improving students’

mental well-being could lead to better grades, higher graduation rates, and an overall healthier

school environment.

3
STATEMENT OF THE PROBLEM

The relationship between students’ mental health and academic performance in San Jose

City National High School Senior High School is the broader issue. Mental health is important

for academic success, well-being, and overall development. Understanding this relationship will

help improve the academic performance and mental well-being of students in San Jose City

National High School Senior High School. This research will focus on the Senior High School

students of San Jose City National High School during the current school year. It will investigate

the relationship between mental health and academic performance, considering factors such as

stress, anxiety, depression, and academic engagement. Hence, it aims to answer the following

questions

A. What are the particular mental health issues evident among Senior High School

students in San Jose City National High School?

B. How do students’ mental health relate to academic performance specifically: grades,

attendance, involvement?

C. What interventions or support systems can be done to enhance positive mental health

and academic performance among Senior High School students in San Jose City

National High School?

SIGNIFICANCE OF THE STUDY

This study explores the relationship between students’ mental health and their academic

success. The results will be important for several stakeholders:

4
School Administrators: Results can assist other school authorities in formulating policies and

allocating funds for programs and services aimed at addressing the mental health problems.

Schools can improve the mental health of the students which will enable schools to improve their

performance.

Teachers: With greater understanding of student mental health, teachers will be able to create

more favorable conditions to meet the unique needs of each student. Teachers can take steps to

ensure that students who appear to be underperforming receive assistance which can enable

better academic achievements.

Parents: Parents will understand the implications mental health has on the schoolwork of their

children. They can offer better assistance at home, fostering behaviors that enhance mental health

as well as performance in school.

Students: Students can appreciate the impact their mental health can have on academic

achievement which can motivate them to try and seek help. This understanding may assist

students in trying to alleviate unhelpful stress and anxiety that can undermine their academic

work.

Overall, this study aims to highlight the importance of mental health in education,

benefiting everyone involved in the learning process.

5
SCOPE AND DELIMITATIONS OF THE STUDY

This study focuses on senior high school students at San Jose City National High School

– Senior High School. It will specifically target students who are experiencing mental health

challenges, such as stress, anxiety, and other related conditions. The study aims to analyze how

these mental health issues impact students’ academic performance, including their engagement in

learning, attendance, and overall achievement. By examining the relationship between mental

health and academic success within the context of the academic year 2024-2025, the research

will gather data through surveys or interviews. The study will seek to identify the mental health

challenges that affect senior high school students, explore how these challenges influence their

academic performance and well-being, and analyze academic stressors such as exams, deadlines,

and extracurricular commitments that contribute to mental health struggles.

The delimitations of this study is confined to senior high school students enrolled at San

Jose City National High School – Senior High School. It will focus exclusively on the impact of

mental health on academic performance, excluding other factors such as social skills,

extracurricular activities, and career success. Data will be gathered through self-reported surveys

which may be subject to biases or inaccuracies in reporting. Additionally, the study will be

limited to the academic year 2024-2025 and will not assess the long-term effects of mental health

on students beyond this period. By establishing these boundaries, the research aims to provide a

structured analysis of how mental health influences academic success among senior high school

students at San Jose City National High School Senior High School.

6
 CHAPTER 2

Review of the Literature and Conceptual Framework

RELATED LITERATURE

This section examines studies on mental health and academic performance, emphasizing

the importance of understanding how mental health issues like anxiety and depression impact

students’ educational experiences. The existing literature reveals a gap in research specifically

targeting San Jose City National High School Senior High School students, which this study

aims to fill. Research consistently indicates that mental health issues significantly affect

academic performance.

For instance, Duffy et al. (2020) found that students grappling with mental health

challenges often experience lower grades and higher dropout rates. This finding underscores the

critical need for targeted interventions designed to support affected students. On the other hand,

Beiter et al. (2015) explored gender differences in stress and anxiety, revealing that female

students tend to experience higher levels of stress and anxiety than their male counterparts. This

highlights the importance of considering gender as a factor influencing mental health outcomes

in academic settings, suggesting that tailored interventions may be necessary to address the

unique needs of different student populations.

Expanding on the sources of stress, Cuijpers et al. (2019) explored the effects of

academic pressure on student well-being, demonstrating how high academic expectations and

workload can exacerbate mental health issues, leading to burnout and decreased academic

7
performance. They argue that the competitive nature of academic environments can create a

cycle of stress that further impacts students’ mental health. In contrast, Gulliver et al. (2015)

discussed the issue of resource scarcity in addressing student mental health, emphasizing that

many educational institutions lack the resources to provide adequate support for students in need.

This scarcity can limit access to counseling services and mental health programs, further

disadvantaging students who are already struggling.

On a more positive note, Galante et al. (2018) investigated the correlation between well-

being interventions and academic performance, showing that implementing proactive mental

health programs—such as mindfulness and stress management workshops—can positively

impact students’ academic outcomes by improving their focus, resilience, and overall well-being.

This aligns with Jamieson et al. (2016), who analyzed how anxiety affects school performance

and found that high anxiety levels correlate with lower academic achievement. They emphasized

that addressing anxiety through appropriate interventions can lead to improved academic results.

Rehman et al. (2018) examined stress levels and their impact on focus and exam results,

reinforcing the idea that stress directly influences academic success by impairing cognitive

functions and reducing concentration. Furthermore, Karyotaki et al. (2020) discussed how

continuous stress leads to depression among students, complicating their ability to perform

academically. They highlighted that untreated stress can escalate into more severe mental health

issues, creating barriers to effective learning.

8
 Focusing on a specific population, Ling et al. (2021) reported alarming statistics on

mental health issues among students, indicating an urgent need for targeted interventions and

support services in this demographic. They found that many senior students reported

experiencing significant levels of anxiety and depression during critical exam periods, which

adversely affected their performance. In line with this, Lyndon et al. (2017) highlighted the

relationship between academic ability and mental health challenges, suggesting that students

with lower academic performance are more likely to experience significant mental health issues.

While many studies confirm the negative impact of mental health on academic success,

few focus specifically on San Jose City National High School Senior High School students. The

lack of targeted research creates a gap that this study will address, particularly regarding how

stress, anxiety, and depression affect academic outcomes in this demographic. This study aligns

with the theory of ecological systems, which posits that various environmental factors influence

student development. By examining how mental health interacts with academic pressures within

the San Jose City National High School Senior High School, we can better understand the

broader implications for student success.

In conclusion, while existing literature emphasizes the relationship between mental health

and academic success, there remains insufficient research on San Jose City National High School

Senior High School school students. This study aims to fill that gap by exploring how mental

health issues specifically impact their academic achievement. The findings will be instrumental

for educators and policymakers in developing effective support strategies.

9
CONCEPTUAL FRAMEWORK

This research exploring the relationship between student mental health and academic

success.

Figure 1: Represents the overall research process, showing how input factors contribute to the

study and lead to meaningful findings.

This framework explores the relationship between students’ mental health and academic

success by examining factors such as stress, anxiety, depression, and self-esteem, alongside

academic performance indicators like grades, attendance, and cognitive ability. The study

collects data through surveys, questionnaires, and institutional reports to analyze correlations

between mental health and academic outcomes. The findings aim to provide insights into how

mental well-being influences learning and performance, offering recommendations for mental

health support programs in educational institutions.

10
DEFINITION OF TERMS

Mental health – A students emotional and social well-being.

Academic success – Achievement in school measured by grades and performance.

Stress – tension from academic pressure or personal challenges.

Anxiety – Excessive worry affecting focus and schoolworks.

Coping Mechanism – Ways student manage stress

Resilience – Ability to overcome challenges.

Support System – People who provide academic and emotional help.

11
 CHAPTER 3

Methodology

Research design

This design aims to explore the relationship between students’ mental health and

academic success through a phenomenological approach focusing on students’ lived experiences.

Random sampling will be used in order to get participants from different fields of study to

appreciate the varying angles of mental health and academics. Participants will be subjected to

close-ended questionnaires to share their experience about mental health challenges and

academic experiences. Apart from coping strategies, the questionnaires should have questions on

self-mental health assessment and the academic challenges they face. The data will be analyzed

qualitatively through thematic analysis to identify recurring themes in students’ responses to the

questions. This particular focus will provide details on the relationships between mental health

and academic success, which are often overlooked.

The Sample

The respondents of this study are the senior high school student of San Jose City National

High School, focusing on their mental health status and academic performance during the latest

grading period of the 2024-2025 school year. To assess their mental health well-being, a

standardized mental health assessment was conducted, along with an evaluation of their

academic performance.

12
 San Jose City National High School senior high school sections, consisting of 10 students

where selected for this study. The students who exhibited signs of mental health concerns and

varying levels of academic achievements where identified as key respondents. Based on the

assessment results the students were grouped accordingly, allowing for a systematic analysis of

the relationship between their mental health and academic success.

This distribution of respondents was structured to ensure a comprehensive examination of

mental well-being influences academic performance, providing valuable insights into the

challenges faced by senior high school students.

Instruments

This study used close-ended questioners that are used to survey the students in SJCNHS-

SHS about exploring the relationships between student mental health and academic success. The

questionnaire was developed based on study’s objectives. The questionnaire was considered of

(15) items. The first part of the questionnaire was consisted of (5) five question about the mental

health status of students including stress levels, anxiety, and emotional well- being and the

second part was consisted of (5) question about student academic performance, and the last part

is also consisted of (5) question about support and help. The respondents answered these

questions using the following 4-point likert scale: 1 agree, 2 strongly agree, 3, disagree, and 4

strongly disagree.

13
Intervention

To increase the understanding of the relationship between mental health and academic

achievement for Senior High School learners at SJCNHS-SHS, an intervention program will be

applied. This program will cover workshops for coping with stress and anxiety as well as

developing academic and mental health resources. The students will be taught how to manage

anxiety and stress, thus improving their mental health. In addition, support groups will be formed

to promote the community concept and the sharing of mental health related problems. The

intervention shall also set up follow up meetings with the school counselors to ensure all students

have the needed support. Through these interventions, the goal is to gain insight on the students’

lived experiences while also contributing to their mental health and academic achievement.

Data Collection Procedure

To ensure alignment with the research topic the original title proposed by the researcher

was carefully reviewed revised and rechecked by the research adviser. As part of the data

collection process the researcher develop a questionnaire checklist designed to gather

participants responses based on the study’s objectives. This questionnaire was then submitted to

the research adviser for evaluation to ensure its validity and relevance to the research obtaining

permission to conduct the study at SJCNHS-SHS in San Jose City N.E data collection was

carried out using printed questionnaires. The responses that will be gathered from the

participants will be carefully reviewed, classified, and analyze according to the research design

outline in this chapter the study aims to explore the various challenge student face regarding

mental health and academic success.

14
Plan For Data Analysis

This phenomenological study aims to analyze lived experience phenomena using

thematic analysis investigating students’ lived experiences concerning their mental health and

academic success. The close-ended responses for the questionnaires will initially be transcribed

verbatim so that the true nature of the participant’s voices is represented. After transcription, the

data are read back and forth several times to grasp the content and context of the responses as

completely as possible.

The next step will be to generate initial codes from significant phrases and concepts

emerging from the data pertaining to the mind-health challenges as well as academic

experiences. These codes will then be organized into themes that encapsulate the similarities and

differences in student experience, thus allowing a more refined view of the interplay between

mental health and academic success.

The themes will be revisited and edited to reflect authentically the experience of the

participants. Illustrative quotations will be selected and attached to each theme. Finally, the

findings will be interpreted in light of the existing literature on mental health and academic

performance, with a view to informing future interventions and support strategies at SJCNHS-

SHS. This systematic approach to analysis leads to the robust and meaningful findings in the

study, which will indeed contribute to the understanding of the effects of mental health on

academic success among Senior High School students.

15
 CHAPTER 4

Presentation and Analysis of Data

Part 1: Mental Health - Understanding the Students' Feelings

Respondent Section Age Sex Stressed Anxiety Often Talked to MH Affect
About Past Sad/Depresse Someone Daily Life?
Schoolwork? Month? d? About MH?

1 Executive 17 Male Agree Agree Agree Disagree Strongly

Agree

2 Executive 17 Female Strongly Disagree Disagree Disagree Agree

Agree

3 Executive 16 Female Strongly Disagree Strongly Strongly Strongly

Agree Agree Disagree Agree

4 Executive 17 Female Agree Disagree Agree Agree Agree

5 ECINOMIST 16 Female Agree Disagree Disagree Strongly Strongly

(Rarely) Agree Agree

6 ECONOMIS 17 Female Strongly Disagree Agree Disagree Agree

TS Agree

7 COMTE 17 Female Agree Disagree Agree Disagree Agree

8 COMTE 16 Female Strongly Agree Agree Agree Strongly

Agree Agree

9 SKINNER 17 Female Strongly Agree Agree Agree Strongly

Agree Agree

10 SKINNER 16 Female Strongly Agree Agree Agree Strongly

Agree Agree

This part of the survey looked at how students are feeling. It asked if they feel stressed

because of schoolwork, if they've felt anxious, and if they often feel sad. It also checked if they

talk to anyone about their feelings and if they think their mental health affects their everyday life.

16
 Most students feel stressed because of school. Some also feel anxious or sad. A lot of

them think their mental health has a big impact on their day-to-day life. It also seems like many

students don't talk to anyone when they are feeling down.

Part 2: School Performance - How Feelings Affect Learning

Respondent Section Age Sex MH Affect Missed Participate Good MH Grades

Grades? School When Well? Helps Change
(MH)? Focus? When MH
Poor?

1 Executive 17 Male Strongly Strongly Agree Agree Agree

Agree Agree

2 Executive 17 Female Strongly Strongly Strongly Strongly Disagree

Disagree Disagree Agree Agree

3 Executive 16 Female Strongly Agree Strongly Strongly Strongly

Agree Agree Agree Agree

4 Executive 17 Female Agree Agree Agree Agree Agree

5 ECoNOMIST 16 Female Disagree Strongly Agree Strongly Agree

Disagree Agree

6 ECONOMISTS 17 Female Agree Disagree Agree Strongly Strongly

Agree Agree

7 COMTE 17 Female Agree Disagree Strongly Strongly Strongly

Agree Agree Agree

8 COMTE 16 Female Agree Disagree Strongly Strongly Strongly

Agree Agree Agree

9 SKINNER 17 Female Agree Disagree Strongly Strongly Agree

Agree Agree

10 SKINNER 16 Female Agree Disagree Strongly Strongly Agree

Agree Agree

17
 This section explored how students' feelings might affect how well they do in school. It

asked if they think their mental health affects their grades, if they've missed school because of

how they're feeling, and if they can focus better when they're in a good mood.

Most students believe that their mental health does affect their grades. Some students

have missed school because of their feelings. When students feel good mentally, they can focus

better and participate more.

Part 3: Support and Help - What Students Want

Respondent Section Age Sex Stress Wants MH Wants MH Attend MH

Mgmt Resources? Activities? Worksho Resources
Helps? p? Important?

1 Executive 17 Male Strongly Agree Strongly Disagre Agree

Agree Agree e

2 Executive 17 Female Agree Agree Agree Agree Agree

3 Executive 16 Female Strongly Strongly Strongly Agree Strongly

Agree Agree Agree Agree

4 Executive 17 Female Agree Agree Agree Disagre Agree

e

5 ECINOMIST 16 Female Agree Agree Agree Agree Agree

6 ECONOMIST 17 Female Strongly Strongly Strongly Agree Strongly

S Agree Agree Agree Agree

7 COMTE 17 Female Strongly Agree Agree N/A N/A

Agree

8 COMTE 16 Female Strongly Strongly Strongly Strongly Strongly

Agree Agree Agree Agree Agree

9 SKINNER 17 Female Strongly Strongly Strongly Strongly Strongly

Agree Agree Agree Agree Agree

10 SKINNER 16 Female Strongly Strongly Strongly Strongly Strongly

Agree Agree Agree Agree Agree

18
 This final part asked students about what kind of support they think would be helpful. It

asked if they think stress management programs could help, if they want more mental health

resources at school, and if they'd go to a workshop about mental health.

Almost all students think that stress management programs would be good. They also

want more resources and activities at school to help with their mental health. Most are willing to

go to a workshop to learn more.

In general, the survey shows that many students are feeling stressed and that this stress is

affecting their schoolwork and daily lives. They want more help from the school, like programs

and resources to manage stress and feel better. They are mostly open to getting this help through

workshops and activities. This means the school could make a big difference by providing more

support for student's mental health.

CHAPTER 5

Conclusion and Recommendations

CONCLUSION

This study reveals a strong connection between students mental health and academic

performance. Stress, anxiety, and sadness from overwhelming school works often lead to

19
difficulties with focus, motivation, and grades. Some students miss school or struggle

academically when their mental health declines, others managed to push through.

The study also highlights the need for better mental health supports in schools. While

some students prefer to cope alone, many want more resources, stress management programs,

and activities that promote well-being. Those with the positive mindset or strong support system

tend to perform better.

These findings stress the urgency of prioritizing mental health in schools. By offering

accessible support, workshops, stress relief programs, schools can create an environment where

students only succeed academically but also thrive emotionally.

RECOMMENDATIONS

To promote students mental well-being and academic success, schools should implement

mental health programs, counseling services, just management workshops, Encouraging open

discussions about mental health can help reduce stigma, while balancing academic workloads

can prevent overwhelming students. Providing easy access to mental health resources,

integrating mental health education into curriculum, promoting extracurricular activities can

enhance overall well-being. Collaboration with parents and community is also essential in

creating a strong support system. By prioritizing this initiatives, schools can foster a healthier

learning environment where is students can thrive both emotionally and academically.

20
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