Mental Health and Academic Achievement in Core Subjects Among Junior and Senior High School Students in Northern Samar, Philippines

Abstract

This study assessed the relationship between the mental health and academic performance among 6,479 junior and senior high school students in public secondary schools in Northern Samar during the school year 2024–2025. Employing a descriptive-correlational research design, data were gathered using validated survey questionnaire covering five mental health domains: stress, anxiety, depression, somatic symptoms, and social dysfunction. These were then correlated with students’ grades in English, Mathematics, and Science. Results indicated that while students generally reported low levels of psychological distress, significant negative correlations were found between anxiety and academic performance, with Mathematics being the most affected. Stress also showed a meaningful inverse relationship with performance in Mathematics and Science. These findings emphasize the importance of integrating school-based mental health programs to support students’ emotional well-being and reduce barriers to learning, especially in cognitively demanding subjects.