CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION
The study's main topic of inquiry—how mental health services offered in high schools can
enhance adolescent mental health and academic performance—is covered in Chapter 1.
It explains why this study used the post positive research paradigm. An overview of the
available literature on teenage mental health is also provided in chapter one.
In the present research, the relationship between mental health and academic
achievement in adolescents was investigated. The research adopted meta-analysis
model to investigate the relationship between these two phenomena. In the meta-
analysis, 13 independent studies were included, and their data were combined to
display effect sizes. According to the result of the research, it was indicated that there
was a positive relationship between mental health and academic achievement. Also, it
was revealed that there was no significant relationship within sub-group variation in the
relationship between mental health and academic achievement in terms of year of
publication, publication type, community, and sample size, but not the setting
Mental health challenges affect every facet of student life. Low self-esteem leads to decreased
motivation and a lack of confidence when completing tasks or taking tests. Anxiety can make it
difficult for students to study or attend classes. Depression can lead to decreased focus and
concentration, making it hard for a student to remain engaged or complete work on time. But
those are just a few of the complex challenges students face when managing their mental
health and academic performance.

Students' mental health in school is a crucial part of the education system. Ultimately, students
with positive mental health can build relationships more effectively, make decisions, and work
together. These positive effects support the individual student and their larger community as
they enter adulthood.
This study's purpose is to map the body of knowledge on high school students' mental health
and wellbeing using data from 5,561 journal articles indexed in the Web of Science database
between 1975 and 2020. The available literature on mental health and well-being in high school
students is described and graphically represented in this study using bibliometric techniques,
specifically in terms of the growth trajectory, productivity, social structure, intellectual
structure, and conceptual structure of the field over a 45-year period.
Mental health is a dimension of overall health that spans a continuum from high-level wellness
to severe illness. Over the past twenty years, mental health difficulties among children and
adolescents have been on the increase worldwide, estimated at between 10% and 20%.
Externalizing problems include disruptive behavior issues, ADHD, oppositional defiant disorders,
and conduct disorders, while internalizing disorders include depression, anxiety, panic disorder,
mood disorders, social phobia, specific phobias, and obsessive-compulsive disorder. Depression
is the third leading cause of death among adolescents in the USA and Europe. Mental health
issues are associated with poor school attendance, suspension, and early school dropout. The
mental health of children and adolescents has been prioritized in the global child health agenda
for three decades. WHO recommends that schools function as one of the primary mental health
support systems for students, enabling the planning and implementation of a broad spectrum
of mental health actions. An innovative school mental health framework is being developed to
guide researchers, practitioners, and policy-makers in planning and evaluating sustainable
programs.
Significance of the study
This study aims to distinguish the effects of perceived stress on students’
academic performance and whatever the results that will be revealed in this study may
benefit certain groups and the benefits they may be able to gain are as follows
This study aims to distinguish the effects of having a mental health problem on students
‘academic performance and whatever the results that will be revealed in this study may benefit
certain groups and the benefits they may be able to gain are as follows:
STUDENTS- they will be able to use this study as awareness in order to be knowledgeable at
which level of mental health they are in and to know the kinds of mental health that they are
facing. Students will be able to understand different perspectives from different classes. And it
will inspire, enlighten and be beneficial to them in a way that it will serve
DEPED OFFICIALS- They will be gaining insights in regard to the perceived mental health
that has been happening inside the institution. For them to gain knowledge prior to
this psychological issue. And to be aware with it that may result to give them ideas and a push
for them to try in solving such issue
To the future researchers. The results or findings of this study will be serving a
good source of accurate and useful information for them. It can also be a basis for them
in ever there are more types of perceived stress that can relate or connect to their future
related studies in different locale. And they may extend the prior knowledge with the
information given, if ever they might’ve like to deepen the understanding and ideas in
regards to the effects of perceived stress on students’ academic performance itself
TO THE FUTURE RESEARCHER- The results or findings of this study will be serving good source
of accurate and useful information for them. It can also be a basis for theming ever there are
more types of mental health problem that can relate or connect to their future related studies
in different locale. And they may extend the prior knowledge with the information given, if
ever they might’ve like to deepen the understanding and ideas in regards to the effects of
having a mental health problem on students’ academic performance itself
Definition of the Term
Mental Health - Mental health is all about how people think, feel, and behave. Mental health
specialists can help people with depression, anxiety, bipolar disorder, addiction, and other
conditions that affect their thoughts, feelings, and behaviors.
“The WHO states that mental health is “more than just the absence of mental disorders or
disabilities.” Peak mental health is not only about managing active conditions but also looking
after ongoing wellness and happiness.
Academic Achievement- Academic achievement is the extent to which a student or institution
has achieved either short or long term educational goals. Achievement may be measured
through students' grade point average, whereas for institutions, achievement may be measured
through graduation rates.

Statement of the Problem

The impact of mental health on the academic achievement in grade 10 high school students in
Agusan national high school The study's main goal is to examine the potential effects of having
high school faculty members who are all aware of adolescents' mental health issues.
The research topics are:
1) Do mental health treatments in a high school context help improve students’ academic
achievement?
2) Does a focus on mental health issues improve overall health and wellbeing in high school
students?
While looking at the development of the whole child, an adolescent’s time in school is not
merely academic. Physically, emotionally, and socially, they are growing. The majority of school
districts demand 180 days of instruction, or roughly half a year. An adolescent will be
processing a wide range of personal events on any given school day, including 2 communication
issues with family or friends, identity exploration, and hormone changes. Learning might be
simpler if pupils believe that school is a safe place for them to process their feelings. On the
other hand, pupils who lack the tools to feel heard frequently engage in harmful or attention-
seeking behaviors. One indicator of success is a student's grades or academic performance, but
there is frequently a connection between that student's poor academic performance and the
need for emotional and mental health support. A hypothesis addressing the requirement for
and advantages of mental health services in high schools will be created as this subject is
investigated.
Theoretical Framework
The impact of mental health issues on the academic achievement in Grade 10 High School
Students in agusan nation high school Recent decades have seen a rise in mental health
problems among children and adolescents. Despite a proliferation of studies describing
effective school-based mental health programs, reviews of current research in this field suggest
a strong lack of consensus concerning the definition of school mental health and its constructs.
In the present paper, we set out to fill this gap via a two-step process: first, we offer a critical
overview of recent research around the concept of school mental health; second, we propose a
comprehensive theoretical framework for researchers, practitioners, and policy-makers
involved in mental health promotion and school prevention programs. The proposed
framework comprises three key domains: the first two, cover the promotion of social and
emotional learning and resilience, while the third concerns the prevention of behavioral
problems

the three major domains in relation to mental health outcomes and the different
developmental systems. For each of the domains, we also summarize the main theoretical
constructs reviewed, together with a list of key target skills and behaviors for both students and
teachers (Table I, Appendix).

Conceptual Framework

Mental health pressure Academic Performance

Figure 1. Conceptual framework

Figure 1 presents the conceptual framework of the study, it consists of two variables, Mental
health as an independent variable and Academic performance as the dependent variable
In figure 1, Mental health as independent variable pertains to a Student life can be stressful and
for some students it may cause mental distress. Besides being a major public health challenge,
mental distress can influence academic achievement. The main objectives of the current study
were to examine associations of mental distress with academic self-efficacy and study progress.
A secondary aim was to examine mental health help seeking for students with mental distress.
Data was derived from the Norwegian Students’ health and welfare survey 2014 (SHOT 2014)
which is the first major survey comprising questions of both mental health, academic self-
efficacy and psychosocial factors amongst students.
Another Variable, Mental health Pressure is a Mental health problem can affect a student's
energy level, concentration, dependability, mental ability, and optimism, hindering
performance. Research suggests that depression is associated with lower grade point averages,
and that co-occurring depression and anxiety can increase this association.

Hypothesis of the Study

RESEARCH QUESTION
How academic pressure affects student’s mental health?
Excessive levels of academic stress can result in an increased prevalence of
psychological issues like depression, anxiety, nervousness, and stress-related
disorders.
NULL HYPOTHESIS
We propose that awareness efforts are contributing to a rise in mental health problems of the
student via two mechanisms, which we term improved recognition and over
interpretation. Improver recognition refers to how awareness efforts may be leading to better

SCOPE AND DELIMITATION OF THE STUDY

 The study aims to determine the impact of mental health on Junior high school students’
academic Achievement in Agusan national High School upon testing the significance between
the two constructs among students which have mental health problem and their own
academic performance. The perceived mental health academic achievement in our
study focuses on the personal and behavioral aspects of the students.
The respondents were only bonfire Agusan national High School Grade 10 Students, in which
200 out of 2,000 Grade 10 senior high school students were selected to participate in the
survey for this study. All of the selected participants claimed that they have experienced
mental health problem. There were nonparents involved in the conducting of survey.

References:
World Health Organization (WHO)Trusted Source:

American Academy of Pediatrics. Promoting children’s mental health (2018). Retrieved from:
https://www.aap.org/en-us/advocacy-and-policy/federaladvocacy/Pages/mentalhealth.aspx

Ball, A., (2016). School mental health content in state in-service k-12 teaching standards in the United
States. Teaching and Teacher Education, 60, 312- 320.
Dunn, E., Milliren, C., Evans, C., Subramanian, S. & Richmond, T. (2015). Disentangling the relative
influence of schools and neighborhoods on adolescents’ risk for depressive symptoms. American Journal
of Public Health, 105(4), 732-740. doi:10.2105/AJPH.2014.302374

(Shelemy, Harvey, & Waite, 2019).

Atkins, M. (2010). Toward the integration of education and mental health in schools. Administration and
Policy in Mental Health and Mental Health Services Research, 37(1), 40-47.

Ball, A., (2016). School mental health content in state in-service k-12 teaching standards in the United
States. Teaching and Teacher Education, 60, 312- 320.

Santrock, J. (2007). Adolescence. McGraw-Hill, New York, NY

Dunn, E., Milliren, C., Evans, C., Subramanian, S. & Richmond, T. (2015). Disentangling the relative
influence of schools and neighborhoods on adolescents’ risk for depressive symptoms. American Journal
of Public Health, 105(4), 732-740. doi:10.2105/AJPH.2014.302374

2.1 Model
The present research adopted meta-analysis model [24] to combine data from
independent studies to draw a single conclusion with greater statistical power [25].
Meta-analysis is a model that reviews the research results and combines the data
obtained from independent studies in statistical ways [26].
2.2 Data sources
on the relationship between mental health and academic achievement, a systematic
literature review was conducted over a two-month time for the period 2000 to 2020,
using such databases as Education Resources Information Center (ERIC), PsycINFO,
Web of Science, EBSCOhost, Science Direct, Scopus, ProQuest®, and Google
Scholar, with the following queries: [(“mental health” OR “mental health disorders”)
Research examining the relationship between mental health and academic achievement
was identified through a search of reference databases. To identify relevant empirical
research AND (“mental health and academic achievement” OR “mental health disorders
and academic achievement”], [“academic achievement” AND “academic success”],
[(“adolescents mental disorders” OR “adolescents mental health”) AND (“adolescents
mental health academic achievement” OR “adolescents mental health disorders
academic success”)]. As a result of such review, a total of 52 studies including 34
journal articles and 18 postgraduate dissertations were reached. Thus, over 50 potential
independent studies were generated for preliminary review as a result of the literature
search.
2.3 Inclusion criteria
To be eligible for inclusion in the present meta-analysis, a study had to (a) investigate
the relationship between mental health and academic achievement; (b) include studies
conducted on adolescents; (c) have taken place from 2000 to the present; (d) be
reported to be available in English; and (e) include sample size and correlation
coefficients.
The first four criteria were used in an initial screening of the abstracts of the studies. If
the study had no abstract available, the full publication was collected and examined
thoroughly. For the last criterion, the full publication was examined, and it was checked
whether it included sample size as well as correlation coefficients. For the studies with
insufficient statistical information, the corresponding author was contacted and the
relevant information for the missing data was requested. If the author did not respond or

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

A. RELATED LITERATURE

Mental health is defined as a state

of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state
of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state
of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state
of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state
of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state
of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state of harmony among emotional, social, and psychological well-being.
World Health Organization defined mental health as a state of well-being in which individuals use their
potentials to perform their duties properly, use the coping skills to deal with the stressors of life, and
become an influential member of his community. Hence, mental health is not merely the absence of
mental illness. World Health Organization estimated that in a year, one out of four adolescents aged 12
to suffers from a mental health problem such as depression and schizophrenia.

Many other studies also confirmed that mental health issues generally started at a young age and later
in life Unfortunately, these people are ignored and got less attention for receiving mental health
services. In particular, university students made up the largest group of young people suffering from
mental health problems such as depression, anxiety, suicidal attempts, and non-suicidal self-injury.
 Academic stress, financial issues, reliance on others and career ambitions, and the competitive
environment made students more vulnerable to these mental health problems, resulting in morbidity
and psychological exhaustion. Drum et al. conducted a study on 26,000 students from 70 colleges and
universities. Its results revealed that mental health problems such as suicidal thoughts, intent, and
actions influence students ‘professional and personal lives. On the professional front, it includes poor
academic performance, dishonesty, lack of compassion, and morality, whereas personally, students
suffer from edgy relationships, drug abuse, and poor physical health. It has been established through
different studies that mental health problem among students leads to many physical, emotional and
social disturbances. These problems include low self-esteem, poor sleep, poor management skills, loss of
appetite, etc., contributing to poor academic performance.

The literature widely recognized that students who had mental difficulties or disabilities, either treated
or untreated, experience lower grade point average (GPAs) and more drop out than other students.
Students with mental health problems have a higher probability of developing a life-long mental
disorder due to delays in acquiring the required skill for a successful life. Suppose the education system
does not teach students how to manage themselves during stressful situations. In that case, this will
create hurdles for students to cope with the transition from college to a university, leading to mental
health problems among students. Moreover, the absence of stress management skills and proper
support systems makes students stop taking classes, failing to get course requirements, and finally
leaving the degree. Therefore, students with low academic performance report stress, insomnia,
loneliness, low self-esteem, and adjustment.

Beckett et al. (2009) examined structuring out-of-school time to improve academic achievement. Out-of-
school time programs can enhance academic achievement by helping students learn outside the
classroom. The purpose of the practice guide was to provide recommendations for organizing and
delivering school-based out-of-school time programs to improve the academic achievement of student
participants. It was recommended that align the out-of-school time program academically with the
school day; maximize student participation and attendance; adapt instruction to individual and small
group needs; provide engaging learning experiences; and assess program performance and use the
results to improve the quality of the program. The guide also described the research supporting each
recommendation, how to carry out each recommendation, and how to address roadblocks that might
arise in implementing them.

Thomas et al. (2009) studied the promoting academic achievement and the role of racial identity in
buffering perceptions of teacher discrimination on academic achievement among African American and
Caribbean black adolescents. The authors examined the moderating effects of different dimensions’
racial identity (i.e., racial centrality and public regard) on perceptions of teacher discrimination and
academic achievement among a nationally represented sample of African American and Caribbean black
adolescents.

The findings revealed that perceived teacher discrimination was negatively related to academic
achievement for both African American and Caribbean black youth. In addition, high racial centrality and
low public regard buffered the negative consequences of high levels of perceived teacher discrimination
on academic achievement among adolescents.

Lai et al. (2009) investigated the adverse effects of parents' school selection errors on academic
achievement. One major concern with public school open enrolment programs waste potential for
parents' school selection errors to adversely affect their children's academic achievement. In this study
of the Beijing middle school open enrolment program, the estimate the degree to which children's
school outcomes were negatively affected by the poor choices their parents were made during the
school selection process.

It was found that the children of parents who made judgment errors in school selection were admitted
to lower quality schools and achieved lower test scores on the high school entrance examination.
Parents who had less education, whose children performed at lower levels in primary school, and who
were less attentive to teachers' opinions about schools were more prone to make these errors.
Providing assistance to parents, especially those less prepared to make informed choices about school’s
election, was consequently important for supporting more efficient and equitable open enrolment
program.

Kitsantas et al. (2009) studied college students' homework and academic achievement: the mediating
role of self-regulatory beliefs. The influence of homework experiences on students' academic grades
was studied with 223 college students.

Students ‘self-efficacy for learning and perceived responsibility beliefs were included as mediating
variables in this research. The students' homework influenced their achievement indirectly viathese two
self-regulatory beliefs as well as directly. Self-efficacy for learning, although moderately correlated with
perceptions of responsibility, predicted course grades more strongly than the latter variable. No gender
differences were found for any of the variables

B. RELATED STUDIES

Sinha (1978) studied mental health in university students. The sample consisted of259 male and 118
female students of Kurukshetra University and 293 male engineering students. Thematic Apperception
Test and the Crown and Crisp Middlesex hospital questionnaire were used to collect the data. The boys
and girls of university do not differ one motional security. Emotionally insecure group suffered from
neurotic symptoms and syndromes in a greater degree than emotionally secure group. Those with
secure emotional health ascribed positive characteristic to the central figure in the stories. Emotional
insecurity was more prominent among children from agricultural community. The democratic permissive
and rational home atmosphere assessed by the recognition and acceptance of opinion of the children
was a potent factor behind emotional security. Stressful situations and emotional insecurity were
concomitant variables. Jealous and quarrelsome neighborhood developed emotional insecurity among
individuals

Orellana (2004) determined the effectiveness of the school-based mental health program and its
relationship to academic achievement and indicated that the school-based mental health program can
be effective in eliciting students' academic achievement. The analysis of the aggregated database and
the results showed statistical significance and positive correlation between the school-based mental
health program and the academic achievement based on the four indicators (absences, suspensions,
disciplinary actions, and grade point average).

Young et al. (2007) wellness in school and mental health systems and organizational influences
previously, improving counsellor wellness focused on helping counsellors cope with stressful
environments. More recently, research has begun to emphasize healthy work environments.
Warwick et al. (2008) studied mental health and emotional well-being among younger students in
further education. Over the last 25 years there has been an increase in reported behavioral and
emotional problems among young people. Moreover, students in higher education (HE) were reported
to have increased symptoms of mental ill health compared with age-matched controls. Some students in
further education (FE) were likely to experience similar difficulties, especially as an increasing number
may come from backgrounds that may make them more vulnerable to mental health problems. National
policies and guidance highlight the importance of promoting the mental health of young people in
general and of students in particular. This exploratory study aimed to identify whether, and in what
ways, FE colleges were contributing to younger students' (aged 16-19 years) mental health. Interviews
with key informants, a survey of FE colleges in England and five case studies of individual FE colleges
providing specialized mental-health support services to students revealed some evidence of promising
and good practice, but this did not appear to be widespread. Given the current range of college settings,
no single approach to improving mental health among students was likely to be the answer. Rather,
respondents highlighted number of factors that influence the provision of support services for students:
awareness among professionals of the links between students' mental health and their achievement at
college; having in place national and college policies and guidance that address mental health; building
an inclusive college ethos; building leadership at senior and middle manager levels; having accessible in-
college and/or external support services; and the provision of professional development opportunities
for staff.

Synthesis of reviewed literature and studies

The reviewed literature and studies deal primarily with the way mental health on their academic
achievement of Grade 10 Students. Banreti (1975) studied attitudinal, situational and mental
health correlates of academic achievement at the undergraduate university level. The
relationship between levels of academic achievement of first-year university students and
various attitudinal, situational and mental health factors was examined
The stud by Petersen (1977) studied achievement history, school environment, and mental health as
longitudinal predictors of achievement. In this seven-year longitudinal study predictors of achievement
for first graders were measured against actual school achievement of the same students in the seventh
and eighth grades. Three sets of variables were obtained in the first grade. Achievement history, family
environment, and mental health were used as measures. Mental health was assessed by teacher ratings
of classroom adaptation and psychiatric symptoms of the students. Achievement history was identified
by early school achievement

Literature and studies:

This article presents a systematic review of the literature to examine evidence that
school health programs According to this study mental health problems among young people in
all countries have started rising; this has been tied to increasing educational achievement
pressure and body dissatisfaction. The purpose of this paper is to explore how young people
talk about reaching educational and body ideals, whether there are shared cultural imperatives
underlying youths' drive to reach educational goals and body ideals, and how such imperatives
relate to young people's mental health. Based on interviews with 15–18-year-old boys and girls
(n=53), this paper identifies a cultural imperative permeating boys' and girls' talk about how
they work towards their educational aims and their ideal body: with duty, grit, and self-
discipline. What also unites the fields of educational achievement and body ideals is that the
qualities deemed necessary to achieve their goals in either field seem to also be potentially
harmful to some young people's mental health. Few evaluations aligned with the Coordinated
School Health Program (CSHP) model improve academic success. A multidisciplinary panel of
health researchers searched the literature related to academic achievement and elements of
the CSHP model (health services, counseling/social services, nutrition services, health
promotion for staff, parent/family/community involvement, healthy school environment,
physical education, and health education) to identify scientifically rigorous studies of
interventions. Study designs were classified according to the analytic framework provided in the
Guide developed by the Community Preventive Services Task Force. The strongest evidence
from scientifically rigorous evaluations exists for a positive effect on some academic outcomes
from school health programs for asthmatic children that incorporate health education and
parental involvement. Strong evidence also exists for a lack of negative effects of physical
education programs on academic outcomes. Limited evidence from scientifically rigorous
evaluations supports the effect of nutrition services, health services, and mental health
programs, but no such evidence is found in the literature to support the effect of staff health
promotion programs or school environment interventions on academic outcomes.

 Conclusions Scientifically rigorous evaluation of school health programs is challenging

to conduct due to issues related to sample size, recruitment, random assignment to
condition, implementation fidelity, costs, and adequate follow-up time. However, school
health programs hold promise for improving academic outcomes for children.
References:
1.)Feinstein L. Quantitative Estimates of the Social Benefits of Learning, 2: Health (Depression and
Obesity). London: Centre for Research on the Wider Benefits of Learning; 2002. Wider Benefits of
Learning Research Report no. 6.

2.) Schoenbaum M, Waidmann T. Race, socioeconomic status and health: accounting for race
differences in health in the U.S. elderly. J Gerontol. 1997; 52: 61- 73.

3.)  Lleras-Muney A. The Relationship Between Education and Adult Mortality in the United States.
Princeton, NJ: National Bureau of Economic Research; 2002. NBER Working Paper no. w8986.

4.)  Kolbe LJ. Education reform and the goals of modern school health programs. Educ
Stand. 2002(3); 4- 11.

5.)  Ross CE, Wu C-LRA. Education, age, and the cumulative advantage in health. J Health Soc
Behav. 1996; 37(1): 104- 120.
6.) Crum RM, Ensminger ME, Ro MJ, McCord J. The association of educational achievement and
school dropout with risk of alcoholism: a twenty-five-year prospective study of inner-city children. J
Stud Alcohol. 1998; 59: 318- 326.

7.)Kessler RC, Foster CL, Saunders WB, Stang PE. Social consequences of psychiatric disorders, I:

education attainment. Am J Psychiatry. 1995; 152(7): 1026- 1032.

8.) Miller DS, Miller TQ. A test of socioeconomic status as a predictor of initial marijuana use. Addict
Behav. 1997; 22(4): 479- 489.

9.) Grossman M, Kaestner R. Effects of education on health. In: JR Berhman, N Stacey, eds. The

Social Benefits of Education. Ann Arbor: University of Michigan Press; 1997.

10.) Nayga RM Jr. Schooling, health knowledge and obesity. Appl Econ. 2000; 32(7): 815- 822.

11.) Schorr LB. Children, families and the cycle of disadvantage. Can J

Psychiatry. 1991; 36(6): 437- 441.

12)McKenzie FD, Richmond JB. Linking health and learning: an overview of coordinated school

health programs. In: E Marx, SF Wooley, D Northrup, eds. Health is Academic: A Guide to
Coordinated School Health Programs. New York, NY: Teachers College Press; 1998: 1- 14.

13.) Briss PA, Zaza S, Pappaioanou M, et al. Developing an evidence-based Guide to Community

Preventive Services—methods. Am J Prev Med. 2000; 18(suppl 1): 35- 43.

14.) Zaza S, Wright-de Aguero L, Briss PA, et al. Task force on community preventive services. Data
collection instrument and procedure for systematic reviews in the Guide to Preventive Services. Am
J Prev Med. 2000; 18: 44- 74.

CHAPTER 3
RESEARCH METHODOLOGY

This chapter presented the research methodology of the study. The discussion focuses on the research
method, the respondents, the research instruments, the sampling technique and the data gathering
procedure that was used

RESEARCH DESIGN

The research design of mental health pressure of students on academic achievement is a complex and
multifaceted topic that requires careful consideration. The study will utilize a mixed-methods approach,
combining both quantitative and qualitative data collection methods to provide a comprehensive
understanding of the topic. Quantitative data will be collected through surveys and standardized tests to
measure academic achievement and mental health pressure, while qualitative data will be collected
through interviews and focus groups to gain a deeper understanding of the experiences and perspectives
of students. The study will also incorporate a longitudinal design, tracking changes in academic
achievement and mental health pressure over time.
To ensure the validity and reliability of the study, several measures will be taken. These include using
established survey instruments and standardized tests, conducting pilot studies to refine data collection
methods, and utilizing multiple researchers for data analysis to ensure inter-rater reliability. Additionally,
ethical considerations such as obtaining informed consent from participants and maintaining
confidentiality will be strictly adhered to throughout the study.

Sample and Sampling Techniques

Sampling techniques are used to collect data on mental health pressure and academic achievement.
There are various sampling techniques, including random sampling, stratified sampling, and cluster
sampling. Random sampling involves selecting participants at random from a larger population.
Stratified sampling involves dividing the population into subgroups and selecting participants from each
subgroup. Cluster sampling involves selecting groups or clusters of participants rather than individuals.

Each sampling technique has its advantages and disadvantages, and researchers must choose the
appropriate method based on their research question and available resources. By using these
techniques, researchers can gather accurate and representative data on mental health pressure and
academic achievement.

The results of the sampling techniques reveal a significant correlation between mental health pressure
and academic achievement. Students who experience high levels of mental health pressure are more
likely to have lower grades, miss more classes, and drop out of school. Additionally, students who receive
support for their mental health issues show improvement in their academic performance. The results of
the sampling techniques reveal a significant correlation between mental health pressure and academic
achievement. Students who experience high levels of mental health pressure are more likely to have
lower

grades, miss more classes, and drop out of school. Additionally, students who receive support for their
mental health issues show improvement in their academic performance.

It is clear that mental health pressure has a considerable impact on students' academic success. By
addressing this issue and providing students with the necessary resources and support, we can help them
achieve their full potential.

It is clear that mental health pressure has a considerable impact on students' academic success. By
addressing this issue and providing students with the necessary resources and support, we can help them
achieve their full potential.

RESEARCH INSTRUMENTS

The research instruments used in the study of mental health pressure of students on academic
achievement will be carefully selected to ensure accuracy and reliability. For quantitative data collection,
standardized surveys and tests will be utilized to measure academic performance and mental health
pressure. The surveys will include questions related to anxiety, depression, stress, and other factors that
may impact academic achievement. Standardized tests will be administered to assess cognitive abilities
and academic skills.
Qualitative data will be collected through interviews and focus groups with students, teachers, and
parents. These methods will provide a deeper understanding of the experiences and perspectives of
those involved in the academic process. The interviews will be semi-structured, allowing for open-ended
responses that can reveal unique insights into the topic. Focus groups will be conducted to gather
information from multiple participants at once, encouraging discussion and collaboration.
respondent’s answers to be more reliable for the given information. In addition, the instruments were
validated by few consultant and former professors before it laid on the study.

Validation of Instruments

In order to accurately measure the impact of mental health pressure on students' academic
achievement, it is important to use valid and reliable instruments. Validity refers to whether an
instrument measures what it is intended to measure, while reliability refers to the consistency of results
over time. There are several validated instruments that can be used to assess mental health pressure in
students, including standardized questionnaires and interviews with mental health professionals. By
using these instruments, we can gather more accurate data on the impact of mental health pressure on
students' academic performance.
It is also important to consider cultural and contextual factors when validating instruments for mental
health pressure. What may be considered a symptom of mental health pressure in one culture may not
be seen as such in another. Therefore, it is crucial to ensure that the instruments used are culturally
sensitive and appropriate for the population being studied.

Data Gathering Procedure

To gather data on the impact of mental health on students' academic achievement, it is important to use
a variety of methods. One common method is to administer standardized questionnaires to students,
which can provide valuable information on their mental health status and academic performance.
Another approach is to conduct interviews with mental health professionals, who can offer insights into
the specific challenges that students are facing.
In addition to these methods, it may also be helpful to collect data on contextual factors that could be
contributing to mental health pressure among students. For example, researchers might survey parents,
teachers, and school administrators to gain a better understanding of the social and cultural dynamics at
play in the school environment. By combining multiple sources of data, we can gain a more
comprehensive picture of the complex relationship between mental health and academic achievement.

DATA GATHERING INFORMATION

To gather accurate and reliable data on the mental health pressure of students on academic
achievement, various methods will be employed. First, standardized surveys and tests will be
utilized to measure academic performance and mental health pressure. The surveys will include
questions related to anxiety, depression, stress, and other factors that may impact academic
achievement. Standardized tests will be administered to assess cognitive abilities and academic
skills. This quantitative data will provide a clear picture of the relationship between mental
health pressure and academic achievement.
In addition to quantitative data, qualitative data will be collected through interviews and focus
groups with students, teachers, and parents. These methods will provide a deeper
understanding of the experiences and perspectives of those involved in the academic process.
The interviews will be semi-structured, allowing for open-ended responses that can reveal
unique insights into the topic. Focus groups will be conducted to gather information from
multiple participants at once, encouraging discussion and collaboration. By combining both
quantitative and qualitative data, a comprehensive understanding of the mental health
pressure of students on academic achievement can be achieved.
Statistical Tools and Treatment

Statistical tools such as regression analysis and correlation analysis can be used to analyze mental health
data and identify patterns and trends. Regression analysis can help us understand the relationship
between mental health and academic achievement, while correlation analysis can help us identify
factors that may contribute to mental health issues.

By using statistical tools to analyze mental health data, we can gain valuable insights into the factors
that affect students' mental health and academic performance. This information can help us develop
targeted interventions and support programs to address these issues effectively.

here are various treatment options available for mental health issues, including therapy, medication,
and lifestyle changes. Therapy can help students develop coping skills and strategies to manage their
mental health, while medication can help alleviate symptoms of certain conditions. Lifestyle changes
such as exercise and meditation can also be effective in improving mental health.

It is essential to provide students with a range of treatment options and support them in finding the best
approach for their needs. By addressing mental health issues through appropriate treatment and
support, we can help students achieve their academic goals and improve their overall well-being.