Shared Experiences of Guidance Counselors and Classroom Advisers in Addressing Junior High School Students with Behavioral Problems

Abstract

The transition back to face-to-face education in the post-pandemic era has intensified behavioral challenges among junior high school students, driven by rising mental health issues like anxiety and depression. These challenges underscore the critical roles of guidance counselors and classroom advisers, particularly in the philippines, where educators navigate the complexities of student behavior and mental health within traditional classroom settings. This study aimed to explore the shared experiences of guidance counselors and classroom advisers in managing behavioral problems among junior high school students. Using a descriptive qualitative design with a phenomenological approach, the study included eight participants—four guidance counselors and four classroom advisers—from public high schools in zamboanga city. Data were collected through semi-structured interviews and analyzed using thematic analysis. Findings identified the following themes: (1) lack of diligence in attendance, including tardiness, absenteeism, and cutting classes; (2) disobedience to school rules and regulations, encompassing improper conduct, dress code violations, and bullying. Educators reported experiencing both (3) fulfillment when observing positive changes in students and (4) disappointment due to unresponsive parents, students, and teachers. Key processes identified were: (5) collaboration among classroom advisers, guidance counselors, students, and parents, and (6) follow-up actions after interventions, including ongoing monitoring of student progress. Significant challenges included (7) unsupportive parents and (8) uncooperative students, which hindered the effectiveness of interventions. The study concludes that enhancing collaborative strategies and providing comprehensive support systems are essential for effectively managing behavioral issues and supporting student well-being. Future research should focus on expanding the scope to include diverse educational settings and additional stakeholders to further refine intervention strategies.