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.
