Effectiveness of a School-Based Mental Health Awareness Program on Learners’ Behavior and Academic Engagement at Batan Elementary School

Abstract

This study investigated the effectiveness of a School-Based Mental Health Awareness Program on learners’ classroom behavior and academic engagement at Batan Elementary School. Grounded in global and national mental health frameworks, the intervention addressed observed behavioral and engagement concerns among intermediate learners (Grades 4–6). Using a quasi-experimental one-group pretest–posttest design, 60 learners participated in a six-week program that included emotional literacy sessions, mindfulness exercises, peer-sharing activities, anti-bullying campaigns, and parental involvement meetings. Data were collected through a Behavioral Observation Checklist and an Academic Engagement Survey administered before and after the intervention. Pretest findings revealed moderate levels of classroom behavior (M = 2.85) and academic engagement (M = 2.78). Posttest results showed significant improvements in behavior (M = 3.65) and engagement (M = 3.70). Paired sample t-test analysis confirmed statistically significant differences (p < 0.05), indicating that the intervention had a measurable positive impact. The findings support existing literature emphasizing that structured, school-based socio-emotional programs enhance behavioral regulation and academic participation. The study contributes localized empirical evidence supporting the institutionalization of mental health initiatives within elementary school systems.