Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 26 no. 8 (2024)

Psychosocial Support Activities on Learners’ Psychosocial Readiness and Well-Being in Elementary Education

May Flor Paredes | Shiela Marie Ranque

Discipline: others in psychology

 

Abstract:

This study investigates the relationship between the implementation of Psychosocial Support Activities (PSA) and the psychosocial readiness and well-being of learners participating in in-person classes in the Second Congressional District of Bohol for the 2022-2023 school year. A total of 114 teachers and 114 learners were selected through simple random sampling. Utilizing a descriptive survey design, data were collected via questionnaires to assess PSA implementation levels, learners' psychosocial readiness, and psychosocial well-being. Spearman’s Rank Correlation Coefficient was employed to analyze the relationships among these variables. Results indicated a very high level of PSA implementation, suggesting effective school practices. Furthermore, learners exhibited very high psychosocial readiness, indicating strong psychological, social, and emotional preparedness for the learning environment. While PSA implementation did not significantly influence learners’ psychosocial readiness or well-being, a substantial positive correlation was found between the two latter variables. Based on these findings, the study advocates for integrating Basic Psychosocial Support into the School Disaster Risk Reduction and Management (DRRM) Contingency Plan, enabling educators to support students facing distress effectively. This research suggests the importance of psychosocial support in enhancing students' overall educational experiences and well-being institutionalizing psychological interventions and integrating Basic Psychosocial Support into School DRRM Contingency Plans to foster a holistic learning environment to enhance students’ capacity.



References:

  1. Barrot, J., Llenares, I. I., & Del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
  2. Cantero, J. M. M., Mira, R. G., & López-Chao, V. (2016). Influence of Physical Learning Environment in Student’s Behavior and Social Relations. The Anthropologist, 25(3), 249–253. https://doi.org/10.1080/09720073.2016.11892113
  3. Che’ Ahmad, C. N., Osman, K., & Halim, L. (2010). Physical and psychosocial aspects of science laboratory learning environment. Procedia- Social and Behavioral Sciences, 9, 87-91.
  4. Chui, R. C. F., & Chan, C. X. J. (2020). Positive Thinking, School Adjustment and Psychological Well-being among Chinese College Students. The Open Psychology Journal, 13(1), 151–159. https://doi.org/10.2174/1874350102013010151
  5. DepEd DRRMS Memo. (2022). Dissemination of the Psychosocial Support Activity Pack (All Levels): A Teacher’s Guide and Psychosocial Evaluation. https://www.depedbohol.org/wp-content/uploads/2022/10/DM-No.-0672-s.-2022.pdf
  6. Drake, K. (2021, July 21). Is It Possible to Lack Empathy? Psych Central. https://psychcentral.com/lib/why-do-some-people-lack-empathy
  7. Drew, C. (2023, May 7). What is the Humanistic Theory in Education? Helpful Professor. https://helpfulprofessor.com/humanist-theory-in-education/
  8. Ferguson, K. N., Coen, S. E., Tobin, D., Martin, G., Seabrook, J. A., & Gilliland, J. A. (2021). The mental well-being and coping strategies of Canadian adolescents during the COVID-19 pandemic: a qualitative, cross-sectional study. CMAJ Open, 9(4), E1013–E1020. https://doi.org/10.9778/cmajo.20210042
  9. Harifi, S., SeyedAlinaghi, S., Qorbani, M., & Mahmoodi, Z. (2021). The relationship between social roles and psychosocial adjustment in women with HIV: A structural equation model. Brain and Behavior, 11(1). https://doi.org/10.1002/brb3.1943
  10. Källmén, H., & Hallgren, M. (2021). Bullying at school and mental health problems among adolescents: a repeated cross-sectional study. Child and Adolescent Psychiatry and Mental Health, 15(1). https://doi.org/10.1186/s13034-021-00425-y
  11. Kumar, A., Sarkar, M., Davis, E. A., Morphet, J., Maloney, S., Ilic, D., & Palermo, C. (2021). Impact of the COVID-19 pandemic on teaching and learning in health professional education: a mixed methods study protocol. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-021-02871-w
  12. Llego, M. A. (2022). DepEd Psychosocial Support Activities to Learners for the In-Person Classes. TeacherPH. https://www.teacherph.com/deped-psychosocial-support-activities-learners-in-person-classes/
  13. Llego, M. A. (2022, August 21). DepEd Psychosocial Support Evaluation Guide. TeacherPH. https://www.teacherph.com/deped-psychosocial-support-evaluation-guide/
  14. McKay, L. (n.d.). The link between Wellbeing and Resilience. LinkedIn. https://www.linkedin.com/pulse/link-between-wellbeing-resilience-leigh-mckay
  15. Miller, J. (2021, August 26). Back to school: Educators and families confront learning loss and mental health challenges. Phys.org. https://phys.org/news/2021-08-school-families-loss-mental-health.html
  16. Petrie, C. (2020). Spotlight: Quality education for all during COVID-19 crisis (Hundred Research Report #01). United Nations.
  17. Piqueras, J. A., Mateu-Martínez, O., Cejudo, J., & Pérez-González, J. C. (2019). Pathways Into Psychosocial Adjustment in Children: Modeling the Effects of Trait Emotional Intelligence, Social-Emotional Problems, and Gender. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00507
  18. Snider, L. (2018). Operational guidelines on community-based mental health and psychosocial support in humanitarian settings: Three-tiered support for children and families. The Community Based Mental Health and Psychosocial Support. https://www.unicef.org/media/52171/file
  19. Soken-Huberty, E. (2023, March 7). 15 Reasons Why School Is Important. The Important Site. https://theimportantsite.com/reason-why-school-is-important/
  20. Tee, M. L., Tee, C. A., Anlacan, J. P., Aligam, K. J. G., Reyes, P. W. C., Kuruchittham, V., & Ho, R. C. (2020). Psychological impact of COVID-19 pandemic in the Philippines. Journal of Affective Disorders, 277, 379–391. https://doi.org/10.1016/j.jad.2020.08.043
  21. Woods, J. A. (2014). Evaluating Mental Health Training for Teachers: Identifying and Supporting Students with Mental Health Challenges. Electronic Thesis and Dissertation Repository, 2022. https://ir.lib.uwo.ca/etd/2022

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic