Family Advocacy on Students’ Holistic Development in Public Junior High Schools

The focus in education has shifted from academic performance to holistic development of learners, recognizing intellectual, emotional, social, and physical growth as essential dimensions of success. The study was conducted to determine the family advocacy on holistic development among Grade 10 students in select Districts of Misamis Oriental Division during the School Year 2024–2025. Specifically, it aimed to describe the respondents’ profiles, assess the level of family advocacy, examine the holistic development level, and the moderating effects between the variables. A descriptive correlational method was employed to determine relationships. The data were gathered from 200 Grade 10 students using a researcher-made questionnaire. The study used descriptive statistics, including frequency, percentage, mean, median, and standard deviation to describe the variables, while Pearson Correlation to evaluate the significant relationship between each variable. The study revealed that most respondents in Public Junior High Schools were female from lower-income households, whose fathers worked as farmers and mothers were self-employed, and the majority achieved honors. Family advocacy primarily promotes social interaction, while home-based learning is less emphasized due to resource constraints. Intellectual growth was the primary focus of holistic development, while physical development received the least attention. Further, family communication played a significant role in influencing all areas of development, with a significant relationship observed between monthly income and family advocacy. In conclusion, family advocacy plays a crucial role in shaping students' holistic development. It recommends that schools should enhance home-based learning, physical development, and gender-inclusive programs, while also supporting lower-income students and fostering collaboration between teachers and parents.