¹Cristopher L. Cablaida, ²Annalyn A. Delfino

¹Department of Education, Division of Tayabas City, 4327, Philippines

²Laguna State Polytechnic University, San Pablo Campus, 4000, Philippines

DOI : https://doi.org/10.58806/ijsshmr.2025.v4i6n24

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ABSTRACT

Many students in the Philippines face challenges that put them at risk of dropping out, including financial struggles, family problems, mental health issues, and poor academic performance. This study aimed to determine whether a structured resilience-building program could help Students at Risk of Dropping Out (SARDO) at Buenaventura Alandy National High School and develop the skills needed to overcome these challenges. Using Kenneth Ginsburg’s 7 Cs Model of Resilience and Martin Seligman’s Positive Psychology Theory as a foundation, the study implemented a resilience-building program. It measured its effectiveness through a quasi-experimental approach. The Student Resilience Survey (SRS) was used to assess students’ resilience levels before and after the intervention, focusing on family and school connections, community involvement, peer support, self-esteem, empathy, goal-setting, and problem-solving. The Building Resilience Toolkit, which included structured activities to strengthen coping skills, emotional regulation, and social engagement, was introduced as the key intervention. The findings showed that before the intervention, SARDO students had low to moderate resilience levels, struggling with self-confidence, motivation, and support systems. After participating in the program, they exhibited significant improvements in their ability to form positive relationships, solve problems, and stay engaged in school. Statistical analysis confirmed that the intervention had a meaningful impact, and students themselves expressed feeling more supported and encouraged to continue their education. These results underscore the importance of resilience-building programs in supporting at-risk students to remain in school and achieve academic success. The study concludes that schools should integrate structured resilience programs into their curriculum to provide continuous support for students. Teachers and guidance counselors may receive specialized training, and stronger collaboration with parents and the community may be encouraged to build a better support system for students. The Department of Education may consider incorporating resilience-building initiatives into the national learning recovery plan. Future research may explore the long-term effects of these programs on student retention and well-being. By implementing these recommendations, schools can create a supportive learning environment that empowers at-risk students to overcome challenges and achieve academic success.

KEYWORDS:

resilience; SARDO; learning recovery; student engagement; education intervention.

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VOlUME 04 ISSUE 06 JUNE 2025