World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue III (March 2026), pp.82-90
Author
Racquel R. Decena
Head Teacher II, Maliwalo NHS
Abstract
This study described the self-care practices of the senior high school learners in Maliwalo National High School during SY 2025–2026, as a basis for a proposed school-based intervention plan. Using a quantitative descriptive-survey design, 291 learners were selected through proportional stratified cluster sampling. Data were collected using a validated online questionnaire adapted from the NAMI Self-Care Inventory on five domains of academic, physical, psychological, social, and spiritual self-care. Descriptive statistics, including frequencies, weighted means, and rank distribution, were used.
Most of the respondents were 17 years old, female, and from the academic track. The data gathered showed evident spiritual, social, and psychological self-care practices. However, academic, and physical self-care were moderately evident in sleep, stress management, time management, and organization. The main challenges of self-care practices were academic workload or pressure, lack of time, difficulty managing emotions, lack of motivation, and financial and family constraints.
Hence, these findings call for structured, age-appropriate, and sustainable self-care support at school. Hence, Project S.E.L.F. (Strengthening Emotional, Lifestyle, and Functional Well-being) integrates homeroom micro-activities, ready-to-use self-care guides, peer-support circles, and schoolwide wellness advocacies. This study recommends strengthening academic and physical self-care practices, emotional and motivational interventions, parental involvement, and monitoring and feedback mechanisms for effective implementation and holistic learners’ well-being.
Keywords: self-care practices, self-care intervention, holistic well-being
https://doi.org/10.65494/pinagpalapublishing.168
