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Abstract
The COVID-19 pandemic has formed significant disruptions in the education system, prompting profound changes in students' psychosocial well-being and adjustment to face-to-face classes. This study aimed to assess the psychosocial well-being and adjustment levels of secondary school students transitioning to in-person classes and to design a school-based mental health program. This present study employed a quantitative, descriptive research design using the Pagsusuri sa Sikososyal para sa Balik Eskwela (PSBE), an adopted questionnaire from the Department of Education's Psychosocial Activity Pack, to gather data from 375 secondary school students, 212 were junior high school students, and 163 were senior high school students. Further, 197 were females, and 178 were males. Notable findings indicated that students generally exhibited strong psychosocial well-being skills upon returning to face-to-face classes, with an overall rating of 3.75. In contrast, their psychosocial adjustment to the return of in-person classes was rated at 3.96, denoting high interest. However, learners expressed concerns regarding their ability to articulate thoughts and feelings and demonstrate strengths and abilities in school activities. These results carry implications for guidance and counseling services, implementing a mental health awareness program, integrating the Psychosocial Support Activity Pack in the Homeroom Guidance, and future research in this field.
