Abstract
The implementation of the Psychosocial Support Activity Pack (PSAP) in public elementary schools is crucial in fostering students' emotional and social well-being. These structured interventions help learners build resilience, cope with challenges, and enhance their overall mental health. However, limited research exists on its systematic implementation and effectiveness, particularly in the Calauag East District, Division of Quezon. Additionally, the absence of a standardized evaluation tool makes it difficult to measure the intervention’s impact. It also assesses the extent of PSAP implementation by examining activities, funding, stakeholder involvement, and monitoring and evaluation. This study evaluates learners’ psychosocial status in terms of social-emotional competencies, well-being, and adjustment, and examines the link between program implementation and student outcomes. Using a descriptive-correlational design, data from structured surveys of administrators and teachers were analyzed with statistical tools. Results reveal the need for a standardized evaluation tool, as inconsistent monitoring affects understanding of the intervention’s impact. A structured assessment framework is vital for improving the sustainability and effectiveness of PSAP. The study highlights the role of data-driven evaluation in strengthening psychosocial interventions and guiding policy development.
