Family Disruptions and Coping Mechanisms Among Junior High School Students in Baguio City: Basis for School Intervention Plan

Abstract

Family stability plays a vital role in the emotional, psychological, and social development of adolescents. However, changes in family structure and dynamics have increased the prevalence of family disruptions that affect young people’s well-being and adjustment in school environments. Family disruptions such as parental separation, financial instability, domestic conflict, parental absence, substance abuse, and family dysfunction can create emotional stress and psychological strain among adolescents. Understanding how students experience these disruptions and the coping strategies they employ is essential in developing appropriate school-based support systems. This study examined the level of seriousness of family disruptions experienced by junior high school students in Baguio City and identified the coping mechanisms they practice in response to these challenges. The study also investigated the relationship between family disruptions, coping mechanisms, and selected socio-demographic variables of the respondents. The study utilized a descriptive–correlational research design involving 385 junior high school students enrolled in public secondary schools in Baguio City. Data were collected using a researcher-developed questionnaire that measured students’ socio-demographic characteristics, the seriousness of family disruptions experienced, and coping mechanisms across six domains: physical, emotional, mental, academic, social, and spiritual coping. Descriptive statistics and correlation analysis were used to interpret the data. Results indicated that students experienced family disruptions at a moderately serious level, suggesting that family instability remains a common challenge among adolescents. Similarly, coping mechanisms were practiced only at a moderate level, indicating that while students attempt to manage stress, their coping strategies may not always be consistently applied or effective. The findings further revealed that there was no significant relationship between family disruptions and students’ demographic variables, nor between coping mechanisms and demographic characteristics.