Mental health status of irregular students in a recognized private school in Northeastern Luzon; A basis for targeted support and intervention

Irregular students often face academic delays and pressure that can affect their mental health. This study aimed to assess the levels of anxiety, depression, and stress among irregular students at the University of La Salette Inc., and to identify the factors that influence these conditions, such as gender, year level, and the number of failed subjects. It also explored the coping mechanisms students use to manage their mental health. The research used a mixed-method and cross-sectional design. Data were gathered from 1,131 irregular students through self-administered questionnaires using standardized tools like the GAD-7 for anxiety, PHQ-9 for depression, and PSS-10 for perceived stress. The study applied descriptive statistics and inferential tests such as t-tests and ANOVA to analyze the relationships between mental health and academic or demographic factors. Findings showed that 48% of the respondents experienced severe anxiety, while 24.5% reported mild anxiety and 23.9% had moderate anxiety. Severe anxiety was more common among students in board exam-related courses and those in their second and third academic years. Female students also showed higher levels of anxiety and stress compared to males. The study also found that students mostly used problem-focused coping strategies such as time management and seeking academic support to manage stress, anxiety, and depression. The study concludes that irregular students are at risk of mental health challenges due to academic pressure and setbacks. It recommends implementing school-based mental health programs, peer support groups, and stress management workshops to help irregular students cope better and improve their overall well-being.