Understanding academic well-being in indigenous contexts: a predictive analysis of social support and cultural diversity among senior high school indigenous students in Caraga

The paper explored the predictors of the academic well-being of Indigenous students, focusing on perceived social support from families and friends and their diverse backgrounds. It assessed well-being across cognitive, psychological, social, physical, and material dimensions for students from poverty-stricken families. Using a descriptive-predictive design, specifically the weighted mean, and multiple regression analysis, the study targeted senior high students from Surigao del Norte Manobos, Agusan del Norte Higaonons, and Agusan del Sur Banwaons. Slovin’s Formula determined the sample size, and simple random sampling selected 201 respondents. Data were collected using an adapted OECD How’s Life Framework questionnaire. Findings revealed significant disparities in material resources based on ethnicity and income, impacting academic performance. Multiple regression analysis showed that Indigenous family support significantly influences overall well-being. The study recommended collaborative efforts among parents, schools, and the government to ensure equal educational opportunities and resources for all students. Policy recommendations were crafted to guide educational institutions in making curricular changes to better support students’ needs. Future researchers may develop culturally specific measurement tools in collaboration with Indigenous communities that can capture unique cultural contexts as this is identified as the study’s limitation.