SOCIAL INTEGRATION AND STRESS RESILIENCE AMONG JUNIOR HIGH SCHOOL STUDENTS
DOI:
https://doi.org/10.55687/ste.v3i3.100Keywords:
Adolescent Development, Junior High School Students, Social Integration, Stress Resilience, Supportive School EnvironmentsAbstract
This study examines the correlation between social integration and stress resilience among junior high school students in San Agustin, Isabela. Utilizing a descriptive-correlational research design, data from 300 students were collected using validated instruments. Results indicate widespread social integration, with most students showing Developing-level stress resilience. Positive correlations between stress resilience and social integration indicators emphasize the significance of peer relationships, school engagement, inclusivity, and support systems in fostering resilience. Implications extend to tailored interventions, curriculum enhancements, and policy refinements to bolster student well-being. The research enriches understanding of adolescent development and provides actionable insights for creating supportive school environments. Understanding social dynamics and stress resilience in this context is crucial for educators, policymakers, and stakeholders. By pinpointing areas for improvement in social integration, the study informs targeted interventions to enhance coping mechanisms and support networks. Moreover, it highlights the interconnectedness of social integration and resilience, emphasizing the need for nurturing environments within schools. This research contributes to the broader understanding of adolescent development, particularly in San Agustin, Isabela. By addressing gaps in the literature, it offers valuable insights for practitioners and policymakers. Ultimately, fostering inclusive, supportive, and engaging school environments is vital for promoting the well-being and resilience of adolescents, laying the groundwork for their future success and fulfillment.
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