CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter of the study provides an overview of the problem that

the researchers aim to give solution. This section is presented to provide

insights, including the following: background of the study, background of

the study, the significance of the study, scope and delimitation of the study,

conceptual framework, and the definition of terms.

Introduction

Aside from friends, relationships and peers, the family is one of the

major support systems of teenagers. The household is one of the main

causes for the misbehavior of teenagers starting from mid-to-late

adolescence, it may happen when a teenager has been experiencing a

brutal battle against the unwanted treatment from their parents such as

receiving sexual abuse, verbal abuse, physical abuse, mental/emotional

abuse, making them feel neglected and abandoned, pointing at their

wrongs and assessing it using disturbing tones such as shouting and

swearing rather than assessing it calmly and educate their children to

improve themselves, and lastly, financial abuse. Another type of abuse for

teenagers may be when they achieve something, but their parents never

paid attention to them nor gave them the proper recognition to them, this

may make them compare themselves making their self-esteem to lessen

and causes them too self-isolate.

Verbal abuse is a range of words of behaviors used to manipulate,

intimidate, and maintain power and control over someone. These include

insults, humiliation and ridicule, silent treatment, and attempts to scare,

isolate, and control. These words are often heard by teenagers at a young
age where they adapt those type of words that they hear, and it will

become a habit to copy and say those words because they might think that

what they hear gives them great power or makes them on top of everyone

else. Using this type of abuse on someone may cause them to overthink

and question their self-worth.

Physical abuse is any intentional act causing injury or trauma to

another person or animal by way of bodily contact. In most cases, children

are the victims of physical abuse, but adults can also be victims, as in cases

of domestic violence or workplace aggression. Alternative terms sometimes

used include physical assault or physical violence and may also include

sexual abuse. Physical abuse may involve more than one abuser, and more

than one victim. In a family this might happen when one of either parent is

drunk or was born in a very violent family which he or she has adapted

through the years.

Financial abuse is also a form of family violence, this may include

withholding money, controlling all the household spending or refusing to

include you in financial decisions. As with all types of abuse, financial abuse

is rooted in the desire of one member of the family to have power and

control over the other. A family member who chooses to abuse will control

their member’s finances or their ability to provide for themselves through a

job or public assistance they receive.

The role of the family in Filipino education is at once profound and

multifaceted, even though schools are served as the formal institutions of

learning, the family acts as the first and continuing educator. As for that,

the family is usually known as the most important institution responsible for

bringing up individuals, helping to create emotional support, and shaping

the values of an individual at a very young age. In the Philippines, the

family is the very pillar of society. It plays a key role in an individual's

development, especially in the formative years. A family is integral to the

emotional and moral development, and it also encompasses overall well-

being and academic success, for Filipino learners. The home environment

presents the first learning context for children as a precursor in enhancing

their cognitive skills even before entering a formal school environment.

In the context of Filipino education, the family system interfaces with

school life and serves as a bridge between home and school. This

partnership between families and schools is of top importance in terms of

the success of a student. Research has shown that parental involvement,

through homework or attending some events in school, does really have a

large influence on learning outcomes (Garcia & Reyes, 2021). Filipino

families in these rural communities must sacrifice much just to give their

children an education as a way of having a better future. Through learning

at home, families will work towards the complete development of their

children while preparing them in the best way to face the challenges of

education with great confidence and perseverance.

The academic performances of teenagers are the most vulnerable

target of family violence, teenage students may be affected that much that

may cause them to lose interest in studying, lack of focus, no proper time

management, anxiety, depression, which may often lead to self-harm or

even suicide. With this, family violence serves as a major role to destroy

and leave a great impact to the performances of the teenage students.

Having an uncomfortable learning environment may affect students’

performances in school, just like their homes. Their homes should’ve been

their safe place rather than being the first ones to open them up to violent

and heartbreaking experiences. Teenagers that are open to this type of

environment are those who had trouble with developing a good well-being

due to complications with adapting to their new environment.

 The impact of family violence to a child or teenager’s behavior are;

anxiety, depression, insecurity, anger, poor anger management, poor social

skills, pathological or compulsive lying, manipulative behavior,

impulsiveness, and lack of empathy due to not understanding him/herself.

Additionally, family violence may also be a cause of self-blaming which may

often lead to feelings such as guilt, worry, and even anxiety that may affect

a students’ academic outputs and healthy social interactions. Children who

were exposed to family violence at a young age are the ones at great risks

of experiencing delayed physiological, emotional, language, and cognitive

development. With the frequent exposure to misunderstandings and

arguments at home it creates an uncomfortable environment that inputs

stress on students and makes it difficult for them to focus on their studies.

In addition, children who are exposed to family violence, or those who

experienced physical abuse are the ones most likely to suffer from both

reduced academic progress and disruptive and unfocused classroom

behavior. This may also lead to worsened psychological and physical health,

decreased quality of life, decreased productivity, and in some other cases

morality as well. Those children or teenagers who were victims of this type

of abuse will do more poorly in school and relationships and will carry those

outcomes into society, future relationships, and even on their future jobs.

Pressuring a teenager who went through this type of abuse may trigger

severe post-traumatic stress. Hence, survivors may struggle with emotional

regulation, dissociation, numbing, and may have trouble reading social

cues.

Being a victim of family violence may result in increased risk for post-

traumatic stress disorder (PTSD), depression and suicide. Exposure to many

traumatic events can lead to stress, fear, and isolation, which may lead to

depression and suicidal thoughts. Factors that may affect the relationship of
the family members are stress, personal dispositions, social isolation,

cultural and societal norms, and situational factors. In addition, one of the

factors that may cause arguments in a family is structural gender

inequality, unequal distribution of power and resources are also causes of

family conflicts which then may lead to a severe argument that then will be

associated to physical and verbal abuse.

Violence in the family would lead to an excessive activation of fear

circuitry and stress response systems, which will then compromise normal

brain development. This may also lead individuals of the family to create

barriers related to self-blame, shame, isolation, a lack of confidence and

autonomy, normalization of violence, or hope for change in the offender’s

behavior and improvements in family circumstances. There are many ways

for helping teenagers to overcome stress, firstly you may engage in

conversations such as asking them if they are okay or need a person to talk

to. Talking to them will help them feel safe and understood at some points,

this will create a safe zone for them and will help them control their stress

management and emotional burst out. You may also help them be involved

in things that they might enjoy that will help them to boost their self-esteem

and mental well-being such as exercises, sports, hobbies and many more

entertainment factors.

To conclude everything, family violence has been one of the many

reasons why teenagers lack the motivation to go to school or even focus on

school. Family violence may contribute to the improper balance of the

physiological and psychological thinking of a teenager that may lead to

various disorders. Their self-esteem and even their academic performances

are the most vulnerable targets of family violence and may lead to them to

lack focus, stress, anxiety, depression, post-traumatic stress disorder, and

many more. It would also lead to poor time management, low social
esteem, being unable to function properly and may often affect his/her

social interactions with people around him or her.

This research delves into the complex relationship between family

violence and the academic performance of senior high school students at

IMINHS. The study aims to go beyond simply establishing a correlation,

seeking to understand the nuanced ways in which family violence impacts

academic achievement. This includes identifying specific factors that

mediate or moderate this relationship. For example, the research will

explore whether the type of violence (physical, emotional, neglect), the

frequency and severity of the violence, and the student's coping

mechanisms all play a role in the impact on their grades and overall

academic success. The researchers will also investigate how different

academic support systems within the school (counseling services, teacher

support, peer networks) might buffer the negative effects of family violence.

Beyond the academic impact, a crucial objective is to raise

awareness among students, their peers, school staff, and the broader

community about the pervasive nature of family violence and its far-

reaching consequences. This increased awareness is intended to foster a

more supportive and understanding environment for students who may be

experiencing such challenges.

This research explores the complex relationship between family

violence and the academic achievement of senior high school students at

IMINHS. The study will examine this relationship across various academic

strands, including STEM, ABM, ICT, HE, and HUMSS, encompassing both

grade 11 and grade 12 students. Data will be gathered from teachers within

these departments, providing insights into how family violence may impact

students' academic performance in different learning environments and

subject areas. The researchers aim to identify specific patterns or

correlations that may exist, ultimately contributing to a deeper

understanding of the challenges faced by students experiencing family

violence and informing strategies for improved support and intervention

within the school setting. The study's findings could potentially inform the

development of targeted interventions and support programs aimed at

mitigating the negative academic consequences of family violence.

Background of the Study

Education molds people and societies. It is a basis for personal,

economic development, and societal progress. Education therefore

empowers people with the knowledge and skills of participation in full

employment in the labor market, fosters innovation, and increases social

mobility. In the Philippines, education is believed to be an avenue for

eradicating poverty and improving the general quality of living among its

people. However, many deficiencies in the education system prevent it from

effectively delivering on these objectives, including inappropriate

infrastructure, obsoleted curricula, and a severe shortage of competent

instructors (David et al., 2020).

The main reason why Filipino students are not getting quality

education is because many of them are suffering from poverty, which bars

access to simple standards such as books and even technological features,

in addition to easy transportation to school (Manasan, 2019). Other than

economic factors, the problem concerning learning inequalities is, in fact,

heightened by deplorable classroom conditions and overcrowded classes,

which have a significant impact on the learning environment (Balena,

2020). As Cruz et al. (2021) attest, the pandemic has deepened the digital

divide, which makes it difficult for students in the countryside to gain online
education. Such problems therefore require a comprehensive approach that

involves the government investing in education infrastructure, teachers'

training, and technological investment so that all Filipino learners can reach

their greatest height.

On the other hand, family is usually regarded as the most important

social institution responsible for bringing up individuals, creating emotional

support, and inculcating values at a very tender age. In the Philippines, the

family is the very pillar of society. It plays a key role in an individual's

development, especially in the formative years. There is much emphasis on

close family ties in Filipino culture, with the family identified not only as the

unit of belonging but also as a support system of its members. In fact, as

Del Prado and Estacio (2020) mentioned, a family is not only the provider of

basic needs but also key influencers in the development of moral values,

social behavior, and cultural identity. In this context, the family plays an

essential role in dictating the child's outlook towards life and learning.

A family is integral to the emotional and moral development, and it

also encompasses overall well-being and academic success, for Filipino

learners. The home environment presents the first learning context for

children as a precursor in enhancing their cognitive skills even before

entering a formal school environment. According to Flores and Tolentino

(2019), parental involvement in the child's schooling or educational

involvement shows a positive association with the child's performance, self-

concept, and motivation. The family is always a supportive network in which

children obtain homework assistance, an inviting and facilitative learning

environment, or motivational support. A stable and nurturing family

environment provides a base for effective learning because discipline,

curiosity, and resilience have the chance to flourish in the Filipino learner.
 In the context of Filipino education, the family system interfaces with

school life and serves as a bridge between home and school. This

partnership between families and schools is of top importance in terms of

the success of a student. Research has shown that parental involvement,

through homework or attending some events in school, does really have a

large influence on learning outcomes (Garcia & Reyes, 2021). Filipino

families in these rural communities have to sacrifice much just to give their

children an education as a way of having a better future. Through learning

at home, families will work towards the complete development of their

children while preparing them in the best way to face the challenges of

education with great confidence and perseverance.

Family involvement in education, though not without its own set of

challenges, is one of the problems that the low-income households face.

Most Filipino families are financially strained and thus are limited in the

ability to provide essential educational supplies or even transportation for

their children (Padilla & Santos, 2019). Furthermore, if the parents lack

sufficient formal education, this could limit them in their capabilities to

assist a child in doing homework or even to involve oneself in the learning

process. Despite these challenges, the role of family remains central, as it

often compensates for the weaknesses by providing the background of

emotional support, advice, and passing on values that necessitate

continence and tenacity in learning.

The role of the family in Filipino education is at once profound and

multifaceted. Even as schools serve as the formal institutions of learning,

the family acts as the first and continuing educator. First, children learn

language, values, and social norms in the family setting; through these,

their behavior and performance at school become shaped. In fact, such

families who are actively involved in children's education produce children

who are more academically capable, socially responsible, and emotionally

resilient, as Mamaril and Bautista (2020) point out. In summary, this family

forms the basis of lifelong learning, a strong ally towards the academic and

personal success of Filipino learners.

The family plays a significant role in the educational journey and

academic performance among Filipino learners. The family is considered the

first socializing agent, laying the foundation upon which a child's values,

discipline, and attitudes regarding education are based. According to

Bautista and Ignacio (2020), as students encounter more levels of family

support - whether in terms of monetary support, emotional support, and

academic support - directly affect how much attention and learning and

success in school such a child could achieve. Parenting behaviors

encompass family dynamics, including parenting style. As parenting

behaviors integrate with activity between the parents and their child in

terms of school involvement.

Parental involvement has been given as one of the main predictors of

academic performance for Filipino learners. Research studies indicate that

those students who receive consistent coaching and encouragement from

their families tend to perform much better in school compared to those who

have limited family support (Reyes & Tan, 2019). This can be as simple as

assisting with homework, being available for parent-teacher meetings, and

setting an environment conducive to reading and other study activities.

Positive attitudes towards learning are likely to be developed for the Filipino

students whose parents happen to be very interested in their schooling,

according to Garcia and Lopez (2021). The reasons behind this are that their

school experience, therefore, requires an improved academic performance.

On the other hand, the socio-economic status of the family influences

the educational outcome of the Filipino learners. In low-income families,

such students come with several challenges because they cannot offer the

needed resources, such as books, technology, and sometimes even time for

academic help. This outcome negatively affects the students' achievement.

According to Medina and Cruz, economic inequalities create unequal

learning experiences that impact the performance of students of low-

income families (2018). Despite these challenges, the emotional support

that the family gives still remains a big challenge to developing resilience

and determination among the Filipino learner since they were able to push

through with their pursuit in learning.

Family problems can deeply affect the academic paths of Filipino

learners. Financial insecurity, parental conflict, or absence of parental

involvement are stressors and distractions that may hamper a student's

focus on learning. According to Ramos and Alcaraz (2020), the influence of

emotions on the lives of students whose families are in conflict or having

financial difficulties often results in inconsistent performance at school.

Family problems often lead to increased instances of absenteeism, poor

concentration, and lack of motivation to learn, which are direct effects of

academic performance.

The most prominent common family issues among Filipino students

tend to be economic issues. The learning environment of today demands a

set of educational resources to succeed, which families suffering from

poverty cannot offer; for example, textbooks, school supplies, and ready

access to technology (Flores & De Vera, 2019). Moreover, children born from

low-income families are often forced to start working or take charge of

doing household chores. This too will reflect negatively on the schooling. As

stated by Domingo and Cruz in 2018, financial stress in the home is one of

the significant causes of learners dropping out of school, especially in rural

settings, as there are few support services available for educational

purposes.

Aside from financial stress, conflict and separation between parents

affect the academic development of the Filipino learner. Children whose

home surrounding is characteristically marked by conflicts will have

psychological trauma that manifests in behavioral problems, a weak ability

to concentrate in school, and a decline in their level of performance in any

academic institution. According to Mendoza and Rodriguez (2021), Filipino

students who were raised from broken homes or those who live in

households characteristically full of open conflict tend to have low self-

esteem and find themselves hard-pressed to maintain consistent school

performance. Most learners become disengaged in learning and, thus, fail to

perform well academically in case of a non-supportive and non-nurturing

family environment.

In the Philippines, studies show that family violence is also a major

contributor to the education of Filipino learners especially in their academic

trajectories. The issue of family violence has been proven to have huge

implications on the overall welfare of children, especially regarding their

academic paths. Family violence leads to emotional and psychological

trauma for the child, thereby making it extremely hard for a child to

concentrate on education. Children who experience or witness family

violence usually show signs of anxiety, depression, and fear that makes

them not concentrate well in school. These kinds of learners exhibit low

levels of self-esteem, and relations in school or elsewhere make up

significant factors towards success.

These effects are felt especially in classrooms where learners are

experiencing more disturbing behaviors, lower engagement, and poor

outcomes. Victims of family violence often suffer chronic stress that

undermines their development, making it impossible for them to absorb

new information effectively. A study by Alviar and Hernandez (2020)

indicates that in the case of a violence-ridden family, more exposed

learners are more likely to undergo problems in learning and face a risk of

underachievement in academics. The influence of violence is not only on

the performance of an individual but also on the general learning

environment and peer interactions.

Family violence has an impact on the learner's feeling of security and

stability required for the proper development of learners' academic growth.

Children are usually not secured both at school and home because of

violence, which culminates into truancy or being less enthusiastic about

going to school (Manalo & Bautista, 2021). Violence may also affect

stability, forcing the learners to take adult responsibilities over the younger

brothers or sisters, thereby having less time and energy for schoolwork.

This has a cyclical effect of poor academic performance and limited possible

future for the learner.

Family violence also implies long-term effects on a child's education

ambitions and life objective. Children, Garcia and Lopez (2018), living in a

home where there is repeated exposure to family violence often internalize

the feelings of powerlessness and low self-esteem that impacts their

academic ambition. These learners may eventually drop out of school or fail

in their academics because they hardly view education to yield much value

that would change their circumstances. On another emotional level, family

violence leads to bad mental health outcomes that undermine them in their

work.

It is from this critical success factor that families' handling of violence

underpins the support of the academic successes of the Filipino learner.

Schools need to work hand in hand with the community in ensuring safe
surroundings that can enable them to thrive amidst adversities in their

lives. According to Santos and Cruz (2020), therapeutic interventions like

counseling, peer support groups, and collaboration with other social

services reduce the effect of family violence on school performance.

Addressing the emotional and psychological needs of such students can be

a key means through which education plays its role in breaking this kind of

cycle and promoting positive academic trajectories.

With this, this research study will be conducted to assess how family

violence affects the academic performance of the senior high school

learners, especially the Senior High School learners at Inosloban-Marawoy

Integrated National High School. This research provides valuable insights

into how family dynamics influence students' emotional well-being,

cognitive development, and overall academic performance. Understanding

these effects can help educators and policymakers design targeted

interventions and support systems tailored to the needs of affected

students. Furthermore, assessing the impact of family violence can inform

the development of school-basprograms that promote resilience and coping

strategies, ultimately fostering a healthier learning environment. By

prioritizing this assessment, schools can better support SHS learners in

navigating the challenges they face, ensuring that their educational

experiences are not hindered by the adverse effects of family violence.

Statement of the Problem

This study focuses on understanding the relationship of family

violence and the academic performance of senior high school learners at

IMINHS. Moreover, the result of this study will serve as a basis for families to

create a much more healthy connection with each other. This study will
determine how family violence affects the performance of students in

school.

Specifically, the study aims to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1. age;

1.2. sex;

1.3. grade level;

1.4. strand;

1.5. socio-economic background

1.6. number of family members?

2. How often do the respondents experience violence in terms of:

2.1 verbal abuse?

2.2 physical abuse

2.3 financial abuse

3. How does family violence affect student’s performance in terms of:

3.1 attendance?

3.2 written works?

3.3 performance task?

3.4 test score?

4. Is there a significant difference on the assessment on the experience of

the respondents when grouped according to their profile?

5. Based on the findings of the study, what Family Guidance Programs can

be developed for the concerned parents, guardians and other family

members to lessen the family violence being experienced by the students?

 Hypothesis

The study will investigate the impact of family violence on the

academic performance of SHS students in IMINHS, examining potential

differences across various demographic groups. The null hypothesis

proposes that there is no significant difference in academic performance

among students who have experienced family violence when grouped by

age, gender, strand, grade level, or socioeconomic background. Conversely,

the alternative hypothesis suggests that there are significant differences in

academic performance within these groups. The study will explore whether

family violence has a differential impact on students based on their age,

gender, chosen academic track, grade level, or socioeconomic background.

Conceptual Framework
 Figure 1. Research Paradigm

The conceptual framework of this study is presented to give

importance to the significance of the study and objectives of the study. The

goal of this study is to determine the relationship between Family Abuse

and Academic Performances of Senior High School Students of IMINHS. This

study will also investigate the best programs for families who undergo

abuses together with improving their trust and relationship with each other.

Also, this study will will help determine the best and possible solutions for

the improvement of the student’s academic performance.

The conceptual framework serves as a paradigm for the study. The

first section shows the variables used along with the analysis of the

respondents’ democratic profile. The variables will have a significant

implication on this study as to how the researchers will analyze and develop

accurate conclusions. The input consists of the profile of the respondents.

The appropriate programs that are best suited for students’ awareness and

programs to improve the relationship of families.

The input also includes the types of abuses that students may go

through, such as; verbal abuse, physical abuse, financial abuse. This will

determine how many students have experienced or are experiencing that

specific type of abuse. As well as the type of academic performances that

will be affected by this experience such as their written works, performance

tasks, and their test scores. The second section presents the data-gathering

procedure and set of activities that the researcher employed to gather the

required information for the study. The data gathered will then be deeply

analyzed to determine if there is a significant relationship between Family

Violence and the Academic Performance of the Senior High School Students
of IMINHS. The findings of this study will provide an overview of the

experiences of the students who undergo family abuse. The potential

output for this research study are programs that will serve as a

development program for the relationship of the students and their families

along with the giving of knowledge to other students of their age.

Scope, Delimitations and Limitations

This study focuses on determining if there is a significant difference

between Family Violence and the Academic Performance of the Senior High

School Students of IMINHS along with the significant difference of the

assessment when the respondents are grouped by their demographic

profile. Focusing on three types of abuses which are; verbal abuse,

psychological abuse, physical abuse, and financial abuse. Through a set of

survey questionnaires, this study aims to provide a valuable insight on the

experiences of students who goes through family abuse, identify the

potential programs, and implement programs that may help the students

and their families to overcome this situation.

The scope of this study focuses on identifying the most experienced

family abuse in terms of; verbal, physical and financial abuse along with the

ways on how family violence affects the students’ academic performances

in terms of their written tasks, performance tasks and their tests scores. In

this study, the potential respondents will be taken from the Grade 11 and

Grade 12 senior high school students of IMINHS from different strands such

as; ICT, ABM, HE, STEM, and HUMSS who are experiencing or has

experienced family abuse with the said four types of abuses. The

researchers will then collect the experiences of these respondents.

The researchers will limit the study to the junior high school students

of the school. The main focus of this study is limited only to those students
who are under the age requirement and is experiencing or has experienced

family abuse, wherein the researchers will focus solely on the information

that the respondents are willing to provide. Thus, lack of time and

innovation will be one of the most problem that the researchers will

encounter.

Significance of the Study

The result of this study will help the members of the families,

students and teachers to understand the relationship of Family Violence and

the Academic Performance of the senior high school students of IMINHS.

The researchers believe that the findings of this study will give knowledge

to people, specially the families of the students.

The study will be beneficial to the following:

To the Families. This study will be beneficial to the families of the students

because they may know the possible causes of the unimproved academic

performances of their children and the impact of these abuses to the

students.

To the Teachers. This study will be beneficial to the teachers because it

can help the teachers identify why there are students who are not that

active and has low academic performance and what is the cause of it.

To the Students. This study may benefit students because with reading

this study students may be open to the reasons why some of their peers are

struggling with keeping up during classes and to give information and

rightful knowledge to them as well.

To the Researchers. This study will benefit the researchers in order to

answer their questions and curiosity with the given problem.

To the Future Researchers. This study will be beneficial to the future

researchers as they can use this study as a basis for their upcoming

research paper, they may use the findings and results of the study as a

template for their future paper.

Definition of Terms

Academic Performance: A measure of a student's progress and success

in their educational journey. This can be assessed through various

indicators, including grades, test scores, attendance, participation, and

overall engagement in schoolwork. Academic performance in this study

will be measured through the respondent's self-reported grades,

attendance, completion of written work, participation in performance

tasks, and test scores.

Anger Management: The ability to control and express anger in a

healthy and constructive way, preventing it from escalating into destructive

behavior. Anger management will be assessed through survey questions

that ask respondents about their ability to control their anger, manage their

temper, and express anger in a healthy way.

Anxiety: A feeling of worry, nervousness, or unease, often accompanied

by physical symptoms such as rapid heartbeat, sweating, or difficulty

breathing. Anxiety will be assessed using a validated anxiety scale, allowing

for a quantitative measure of the respondent's level of worry, nervousness,

or unease.

Coping Mechanisms: Strategies or behaviors that individuals use to

manage stress, anxiety, or difficult emotions. These can be healthy or

unhealthy, depending on their effectiveness and potential for harm. Coping

mechanisms will be assessed through survey questions that ask

respondents about the strategies they use to manage stress, anxiety, or

difficult emotions, including both healthy and unhealthy coping behaviors.

Depression: A mood disorder characterized by persistent sadness, loss of

interest, and feelings of hopelessness. Depression will be assessed using a

validated depression scale, allowing for a quantitative measure of the

respondent's symptoms of sadness, hopelessness, and loss of interest.

Dissociation: A mental process where an individual detaches from reality,

often as a way of coping with trauma or overwhelming emotions. This can

involve feeling numb, disconnected from their body, or experiencing a

sense of unreality. Dissociation will be assessed through survey questions

that ask respondents about their experiences with feeling disconnected

from reality, including feelings of numbness, detachment from their body,

or a sense of unreality.

Emotional Regulation: The ability to manage and control one's emotions,

responding to situations in a balanced and appropriate way. Emotional

regulation will be assessed through survey questions that ask respondents

about their ability to control their emotions, manage anger, and express

their feelings in a healthy way.

Family Violence: A pattern of abusive behaviors that occur within a family

or household, including physical, emotional, sexual, and financial abuse. It

is characterized by the use of power and control by one member over

another, often leading to harm or fear. For this study, family violence will be

defined as any act of verbal, physical, or financial abuse experienced by the

respondent within their family. This will be measured through survey

questions that assess the frequency and severity of each type of abuse.

Insecurity: A feeling of uncertainty, doubt, or lack of confidence in oneself

or one's abilities. Insecurity will be assessed through survey questions that

ask respondents about their feelings of uncertainty, doubt, or lack of

confidence in themselves or their abilities.

Manipulative Behavior: A pattern of behavior aimed at controlling or

influencing others through deception, coercion, or emotional manipulation.

Manipulative behavior will be assessed through survey questions that ask

respondents about their experiences with using deception, coercion, or

emotional manipulation to control or influence others.

Neglect: A form of family violence characterized by the failure to provide

for a child's basic needs, such as food, shelter, clothing, medical care,

education, or emotional support. Neglect will be measured through survey

questions that assess the respondent's perception of their parents' or

caregivers' ability to provide for their basic needs, including emotional

support.

Parental Involvement: Parental involvement will be assessed through

survey questions that ask respondents about their parents' participation in

their education, including attending school events, helping with homework,

and showing interest in their academic progress. Parental involvement will

be assessed through survey questions that ask respondents about their

parents' participation in their education, including attending school events,

helping with homework, and showing interest in their academic progress.

Post-Traumatic Stress Disorder (PTSD): A mental health condition

triggered by experiencing or witnessing a traumatic event, characterized by

intrusive memories, avoidance behaviors, negative thoughts and feelings,

and hyperarousal. PTSD will be assessed using a validated screening tool,

allowing for a preliminary assessment of the respondent's potential

symptoms of PTSD.

Resilience: The ability to adapt and cope with difficult or challenging

situations, bouncing back from adversity and maintaining emotional well-

being. Resilience will be measured through survey questions that assess the

respondent's ability to cope with stress, overcome challenges, and maintain

a positive outlook despite difficult experiences.

Self-Esteem: An individual's overall sense of self-worth and value,

influenced by their perceptions of their abilities, accomplishments, and

social relationships. Self-Esteem will be assessed using a validated self-

esteem scale, allowing for a quantitative measure of the respondent's

overall sense of self-worth.

Self-Harm: Intentional acts of inflicting physical pain or injury upon

oneself, often as a way of coping with emotional distress, trauma, or

overwhelming feelings. Self-harm will be assessed through survey questions

that ask respondents about their experiences with self-inflicted physical

injury, including the frequency and severity of such behaviors.

Social Cues: Verbal or nonverbal signals that individuals use to

communicate their intentions, feelings, or understanding in social

interactions. Social cues will be assessed through observational measures

during interviews or focus groups, allowing researchers to observe the

respondent's ability to interpret and respond to nonverbal signals in social

interactions.

Social Skills: The abilities needed to interact effectively with others,

including communication, empathy, and conflict resolution. Social skills will

be assessed through observational measures during interviews or focus

groups, allowing researchers to observe the respondent's ability to

communicate effectively, empathize with others, and resolve conflicts

constructively.

School Support Systems: School support systems will be assessed

through survey questions that ask respondents about their access to and

utilization of school-based resources, such as counseling services, teacher

support, and peer networks. School support systems will be assessed

through survey questions that ask respondents about their access to and

utilization of school-based resources, such as counseling services, teacher

support, and peer networks.

Teenager: An individual between the ages of 13 and 19, experiencing the

transition from childhood to adulthood, marked by significant physical,

emotional, and social changes. An individual between the ages of 13 and

19, experiencing the transition from childhood to adulthood, marked by

significant physical, emotional, and social changes.

Trauma: A deeply distressing or disturbing experience that can have long-

lasting psychological and emotional effects on an individual. Trauma will be

assessed through survey questions that ask respondents about their

experiences with traumatic events, including the nature of the event, the

frequency of exposure, and the severity of their emotional response.

Support System: A network of individuals, groups, or institutions that

provide emotional, social, or practical assistance to an individual, helping

them cope with challenges and navigate life transitions. A network of

individuals, groups, or institutions that provide emotional, social, or

practical assistance to an individual, helping them cope with challenges and

navigate life transitions.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This section is presented to provide a comprehensive overview of the

theories, concepts, and ideas that are relevant to this research study. It

discusses the existing knowledge about the subject matter and the gaps

that require further investigation.

Related Literature

Education plays a crucial role in shaping individuals and societies,

serving as a foundation for personal development, economic progress, and

social advancement. It equips people with the knowledge and skills

necessary to participate fully in the labor market, fosters innovation, and

promotes social mobility. In the Philippines, education is widely viewed as a

key pathway out of poverty, offering individuals the tools to improve their

quality of life and contribute to the nation’s overall development. However,

despite the critical importance of education in achieving these goals,

numerous challenges within the Philippine education system prevent it from

realizing its full potential.

One of the primary obstacles is the lack of adequate infrastructure,

which hampers the ability of schools to provide a conducive learning

environment. Many schools suffer from overcrowded classrooms, outdated

facilities, and insufficient learning materials, which significantly limit

students’ access to quality education. Moreover, the curriculum often fails

to keep pace with the rapidly changing demands of the global economy,

with outdated content and teaching methods that do not adequately

prepare students for the challenges of the modern workforce. Additionally,

there is a severe shortage of competent and well-trained teachers, which

exacerbates the problem. Teachers often face large class sizes, limited

professional development opportunities, and a lack of resources, making it

difficult for them to provide the high-quality education that students need.

One of the most pressing family issues affecting Filipino students is

economic hardship. Poverty significantly impacts a family’s ability to

support their children's education, as the modern learning environment

requires access to various educational resources, such as textbooks, school

supplies, internet connectivity, and technological devices like computers or

tablets. Families struggling with financial constraints often cannot provide

these essentials, placing their children at a disadvantage in the classroom

and in academic performance (Flores & De Vera, 2019).

In addition to the lack of material resources, children from low-

income families often face other challenges that further hinder their

education. Many are compelled to take on responsibilities at a young age,

such as engaging in income-generating activities to support the family or

assuming extensive household duties. These additional burdens leave them

with limited time and energy to focus on their studies, contributing to poor

academic outcomes and reduced school engagement. The impact of these

economic challenges extends beyond academic performance. It can lead to

feelings of frustration, low self-esteem, and anxiety in children, as they

struggle to meet educational expectations while grappling with their

family’s financial realities. Over time, this can result in higher dropout rates,

perpetuating the cycle of poverty and limiting opportunities for social

mobility.

Addressing these issues requires targeted interventions, such as

providing subsidies for educational resources, implementing school feeding

programs, and offering community-based support systems. Such initiatives

can alleviate the immediate effects of poverty on education while

empowering families to create a more conducive environment for learning

and development.

Domestic violence refers to a pattern of behavior in which one person

uses violence or other forms of abuse against another within a domestic

setting, such as in a family, marriage, or cohabitation. Children who are

exposed to domestic violence are at a higher risk of developing behavioral

issues (Karanja, D. M., 2019). These children are more likely to engage in

fighting, exhibit disobedience toward authority figures, and show reluctance

in completing schoolwork. The trauma of witnessing violence at home can

lead to emotional distress, making it difficult for these children to focus on

their education and engage positively in their learning environment. The

impact of domestic violence extends beyond the home, affecting their

relationships with peers, teachers, and their overall academic performance.

According to the research conducted by Adamu, N. N. (2019),

domestic violence is an alarming and destructive issue that is causing harm

to individuals and families worldwide. This problem is not only devastating

for the victims, but it also places a significant burden on various institutions,

including social services, health agencies, and the criminal justice system,

all of which are required to respond to and manage its impacts. The costs

associated with domestic violence are ultimately borne by society. Among

the most vulnerable groups affected by domestic violence are children, who

often bear the brunt of its consequences.

The cognitive impact of domestic violence on children, particularly

those in school and adolescence, is profound. These young victims may

experience a range of difficulties, such as learning disabilities,

disengagement from school activities, and poor academic performance.

Over time, society’s understanding of domestic violence has evolved, with

growing recognition of its complexity and the far-reaching effects it has on

individuals and communities. This shift in perception highlights the urgent

need for society to identify and address the root causes of domestic

violence, as well as the most effective ways to mitigate its impact.

In addition to the immediate harm inflicted on victims, domestic

violence also has long-term consequences for the physical and mental

health of individuals. The trauma experienced can significantly affect one’s

social interactions and emotional well-being. Furthermore, the broader

social and economic impact of domestic violence can impede the progress

of communities, slowing down both economic development and social

cohesion. Thus, addressing domestic violence is not only crucial for the

well-being of individuals but is also vital for the overall health and

prosperity of society.

Domingo and Cruz (2018) highlight that financial stress within

households is a major factor contributing to school dropouts, particularly in

rural areas where access to educational support services is limited.

Economic hardships force many families to prioritize immediate survival

needs over long-term investments in education. This often results in

children leaving school prematurely to contribute to household income

through labor or to take on domestic responsibilities.

The lack of adequate support systems in rural settings exacerbates

this issue, as families have limited access to scholarships, school subsidies,

or community programs that could offset the costs of education.

Additionally, rural schools often face resource shortages, making it even

more challenging for learners to continue their studies in an already

constrained environment. This financial strain not only disrupts the

educational journeys of individual students but also perpetuates cycles of

poverty within communities. Without intervention, children who drop out

due to financial stress often face limited opportunities for upward mobility,

further entrenching economic disparities. Addressing this issue requires a

multifaceted approach, including the expansion of financial aid programs,

the establishment of community-based educational support services, and

the creation of policies that reduce the economic burden on families. By

doing so, it becomes possible to mitigate the impact of financial stress and

ensure that more children, especially in rural areas, can complete their

education and pursue better futures.

In addition to financial stress, parental conflict and separation are

significant factors that negatively impact the academic development of

Filipino learners. Children growing up in homes marked by ongoing conflict

or instability often experience psychological trauma that can manifest in

various ways. These children are more likely to exhibit behavioral problems,

struggle with focus and concentration in school, and experience a decline in

their overall academic performance. The emotional and psychological toll of

living in such an environment can hinder their ability to engage effectively

with their studies.

Mendoza and Rodriguez (2021) further emphasize that Filipino

students raised in broken homes or households characterized by frequent

conflict often suffer from low self-esteem. This lack of emotional security

makes it difficult for them to maintain consistent academic performance.

The persistent stress and uncertainty caused by family turmoil can lead to

disengagement from learning, as these students are preoccupied with their

home life and unable to fully concentrate on their schoolwork. As a result,

their academic performance suffers, and they may find it challenging to

stay motivated or committed to their education. A non-supportive and non-

nurturing family environment is particularly detrimental to a child's

academic success. Without the emotional support, encouragement, and

stability that a nurturing family environment provides, learners are more

likely to withdraw from school and fail to reach their full potential.

This lack of engagement can lead to poor grades, absenteeism, and

eventually school dropout, further exacerbating the challenges faced by

these children. Addressing these issues requires a focus on strengthening

family dynamics and providing children from such environments with the

necessary psychological support. School-based counseling, family

intervention programs, and community outreach efforts can help mitigate

the negative effects of parental conflict and separation, ensuring that

learners have the emotional and academic support needed to succeed.

In the Philippines, research indicates that family violence is a

significant factor impacting the education and academic trajectories of

Filipino learners. The effects of family violence are far-reaching, severely

affecting the overall well-being of children, particularly in relation to their

academic development. Exposure to family violence results in emotional

and psychological trauma, making it incredibly difficult for children to focus

on their education.

Children who experience or witness violence within the family often

display symptoms of anxiety, depression, and fear, which hinder their ability

to concentrate on their studies. This emotional turmoil can have a lasting

impact on their academic performance, as the stress they carry from their

home environment distracts them from their schoolwork. Moreover, these

children tend to have low self-esteem, which further compounds the

challenges they face in school. Their relationships with peers and teachers,

which are essential to their academic success, are often strained due to the

emotional burden they carry.

 The impact of family violence extends beyond the home and into the

classroom, where children may struggle to engage, perform, and build the

necessary relationships for success. Addressing this issue requires a

comprehensive approach that includes providing emotional and

psychological support, creating safe learning environments, and offering

interventions that can help children cope with the trauma they’ve

experienced. By supporting these students holistically, we can help mitigate

the negative effects of family violence and improve their chances for

academic and personal success.

According to a study by Alviar and Hernandez (2020), students from

violence-affected families are more likely to experience learning difficulties

and are at a higher risk of academic underachievement. The negative

impact of family violence extends beyond individual performance; it also

influences the broader learning environment, affecting peer interactions

and overall classroom dynamics.

Children exposed to family violence often bring their emotional

distress into the classroom, which can lead to withdrawal, aggression, or

difficulties in building positive relationships with classmates. These

challenges create an environment where learning is disrupted not only for

the affected student but also for their peers, potentially diminishing the

overall quality of education for everyone in the classroom. The toxic effects

of family violence thus extend beyond the home, creating a cycle of

disengagement and underperformance that can affect the long-term

academic success of those involved.

Addressing these challenges requires a holistic approach that

involves not only supporting affected students but also fostering a more

supportive and inclusive classroom environment where all students can

thrive. Providing trauma-informed interventions, promoting emotional well-

being, and improving peer relationships are essential steps toward

mitigating the broader effects of family violence on education.

According to Garcia and Lopez (2018), children who grow up in

households where family violence is a regular occurrence often internalize

feelings of powerlessness and low self-esteem, which significantly impact

their academic ambitions. These children may eventually lose motivation to

continue their education, leading to higher dropout rates or poor academic

performance. They may struggle to see the value of education to improve

their circumstances, resulting in a diminished sense of purpose or direction

in their academic pursuits.

Beyond academic challenges, family violence also has detrimental

effects on a child's mental health, which can further undermine their ability

to succeed in school and later in life. The emotional and psychological

trauma caused by violence at home often leads to issues such as

depression, anxiety, and trauma, making it harder for these children to

engage with schoolwork, build healthy relationships, or manage stress

effectively. This emotional toll not only affects their academic performance

but also hampers their potential to succeed in the workforce as they grow

older.

Addressing the long-term effects of family violence on education

requires early intervention and comprehensive support systems. By

providing these students with access to mental health care, counseling, and

academic support, we can help them rebuild their self-esteem, overcome

emotional challenges, and recognize the importance of education in

achieving their personal and professional goals.

 According to the Women’s Health Government (2021), children

exposed to domestic violence in the home are often victims of physical

abuse as well. This dual exposure places them at significant risk of

developing long-term physical and mental health issues. Such children

frequently experience chronic stress, which can impair their development

and lead to lasting health challenges.

Moreover, witnessing violence between parents or caregivers not

only impacts their immediate well-being but may also influence their future

behavior. Research suggests that children exposed to domestic violence are

at a heightened risk of perpetuating violence in their own relationships as

adults, continuing a troubling cycle of abuse. This underscores the urgent

need for early intervention and support to protect children from the harmful

effects of domestic violence and to break the cycle for future generations.

Verbal abuse, while sharing similarities with bullying, distinguishes

itself through the absence of physical aggression. Instead of inflicting

physical harm, it employs words and gestures designed to inflict

psychological trauma. This insidious form of abuse manifests in various

ways, including the use of offensive language, such as threats, shouting,

yelling, screaming, constant criticism, and the delivery of hurtful and

spiteful remarks. The perpetrator's intention is to cause emotional pain and

distress, often undermining the victim's self-worth and confidence. The

subtle yet pervasive nature of verbal abuse can make it difficult to

recognize and address, as the wounds it inflicts are often invisible. Unlike

physical injuries, the scars of verbal abuse may be less apparent, but they

can be just as deep and long-lasting.

The psychological consequences can be profound and far-reaching,

leading to chronic stress, depression, anxiety disorders, and even physical

manifestations of stress such as headaches, stomach problems, and sleep

disturbances. The cumulative effect of sustained verbal abuse can be

devastating, impacting the victim's mental and physical well-being for years

to come, highlighting the need for recognition, intervention, and support for

those who experience this often-overlooked form of abuse. The long-term

repercussions are comparable to other forms of abuse, emphasizing the

severity and lasting impact of this seemingly less visible form of violence

(Gordon, S., 2024).

According to Gupta, S. (2023), mental abuse—also referred to as

psychological or emotional abuse—entails intentionally causing harm or

distress to another person, either through verbal or non-verbal means, to

control or manipulate them. Unlike physical abuse, which is more outwardly

visible, mental abuse can be much harder to recognize because it primarily

involves subtle forms of emotional harm. However, it can be just as

devastating, leading to deep emotional scars, mental health issues, and

long-lasting psychological damage.

Mental abuse often operates insidiously, eroding a person's self-

esteem, sense of identity, and emotional stability over time. Although the

signs may not be immediately obvious, the effects of such abuse can be

profound, contributing to conditions like anxiety, depression, and other

emotional or psychological disorders. One of the key dangers of mental

abuse is that it often serves as a precursor to physical abuse. Abusers

frequently begin with emotional manipulation or mental torment before

escalating to physical violence.

For this reason, it is critical to recognize the signs of mental abuse

early on. Addressing the issue as soon as it becomes apparent can prevent

the situation from worsening and help the victim seek the support and

intervention they need. Identifying mental abuse and taking steps to get
help are vital in breaking the cycle of manipulation and protecting both the

victim's mental and physical well-being. Early intervention can make a

significant difference in stopping the abuse before it escalates into more

severe forms of violence.

According to Mansuri, A. (2024), physical abuse refers to the

deliberate act of inflicting injury or harm on another person. This type of

abuse can manifest in various forms, ranging from hitting, slapping, or

kicking to more severe acts like choking or using weapons. Physical abuse is

not limited to any group and can affect individuals regardless of their

gender, age, race, ethnicity, sexual orientation, or socioeconomic status. It

is a widespread issue that transcends demographic boundaries, affecting

people in all walks of life.

The nature of physical abuse is not only harmful at the moment but

can also have long-lasting effects on the victim's physical and emotional

well-being. It often leaves both visible scars and invisible wounds, such as

psychological trauma and a diminished sense of self-worth. Furthermore,

physical abuse can have a profound impact on the victim’s ability to trust

others, form healthy relationships, and function effectively in various

aspects of life. Recognizing and addressing physical abuse is crucial in

preventing further harm and providing victims with the support and

resources they need to heal.

Financial abuse occurs when an individual exerts control over another

person’s financial resources, often as a means of manipulation or power. It

can occur alongside other forms of family violence, such as physical,

emotional, or verbal abuse, but it may also happen independently, without

any visible signs of other abuse.

 Often, financial abuse is difficult to recognize at first because it can

develop gradually, becoming more pervasive over time. It may begin with

small, seemingly harmless actions, such as controlling how money is spent

or preventing the victim from accessing their own funds. However, over

time, the abuse can escalate, limiting the victim’s financial independence

and autonomy.

Financial abuse can take place in any type of ongoing relationship,

including between partners, spouses, children, parents, caregivers, or other

close connections. It may involve a variety of tactics, including withholding

money, forcing the victim to hand over their wages or assets, or controlling

access to bank accounts or credit. In some cases, financial abuse may

involve criminal actions such as fraud, theft, or coercive control, particularly

in certain legal jurisdictions where such behavior is criminalized. However,

financial abuse doesn't always involve criminal activity and can manifest in

more subtle, non-criminal ways, such as creating barriers to financial

decision-making or limiting access to resources necessary for the victim's

well-being.

Regardless of its form, financial abuse is a serious form of control that

can have long-lasting effects on the victim's sense of security and

independence. It often leads to financial instability, making it difficult for the

victim to leave the abusive situation or rebuild their life. Recognizing

financial abuse is crucial to breaking the cycle of control and ensuring that

victims have the resources and support they need to regain their financial

independence (Financial Rights Legal Centre, 2023).

In her 2018 study, Michele Lloyd examines the profound impact of

domestic violence on the lives and education of young children and

adolescents, exploring how schools can support these vulnerable students

within the education system. Schools are often the institutions that
maintain the closest and most consistent contact with children living in

situations of domestic violence. Teachers are uniquely positioned to identify

signs of abuse and play a critical role in helping these families access

welfare services and support systems.

Lloyd's research highlights the growing concerns surrounding the

effectiveness of multi-agency responses to children experiencing abuse,

especially considering high-profile cases of child abuse and neglect. While

direct exposure to domestic violence—whether through witnessing or

hearing the violence occurring in the home—can have a significant impact

on a child's emotional well-being and mental health, the effects can also be

indirect. Children may be affected by the violence they are exposed to even

if they are not the direct victims themselves. This type of trauma can

manifest in a range of ways, from anxiety and depression to difficulties with

concentration and emotional regulation.

The article further explores how domestic violence disrupts children's

education. Violence in a child's home can lead to frequent absences, hinder

concentration in class, and severely affect their ability to engage with

learning. The emotional trauma caused by witnessing or experiencing

violence can create significant psychological barriers to learning, resulting

in behavioral problems or even withdrawal from school activities. These

barriers, however, are often hidden, making it more difficult for teachers

and school staff to identify and address the root causes of the child's

struggles.

Effective support for these children requires a collaborative approach

involving multi-agency professionals, as well as a deep understanding of the

specific challenges children living with domestic violence face. Lloyd's study

stresses that teachers and school staff need to be equipped with the

knowledge and confidence to recognize the signs of abuse and seek

appropriate advice and support from other professionals. However, research

suggests that many educators feel underprepared and lack the necessary

training to effectively address issues related to domestic violence, often

resulting in missed opportunities to provide the appropriate intervention

and care.

Overall, the study emphasizes the vital role that educators play in

identifying and supporting children affected by domestic violence. It calls

for more comprehensive training and resources for school staff to ensure

they can effectively navigate these challenging situations, helping children

not only overcome the emotional and psychological effects of abuse but

also succeed academically and socially.

Artz, S. (2014) emphasizes the profound and multifaceted impact of

intimate partner violence (IPV) on children living in households where such

violence occurs. Children may be exposed to IPV in various ways, including

directly witnessing violent acts, observing the physical and emotional

consequences on their caregivers, overhearing arguments or abusive

incidents, or sensing the fear and tension that permeates the household.

Even if they are not physically present during violent episodes, children

often become acutely aware of the abuse, whether through changes in their

caregivers’ behavior or through disrupted family dynamics.

This exposure is not merely incidental but is recognized as a form of

child maltreatment due to the significant emotional, psychological, and

developmental harm it can inflict. The trauma of living in an environment

marked by IPV can severely impact a child’s sense of safety, trust, and

stability. In many cases, exposure to IPV is compounded by direct

experiences of abuse, as children in such environments are more likely to

become victims of physical, emotional, or even sexual abuse themselves.

This dual victimization—witnessing IPV and experiencing direct abuse—

places children at an elevated risk of developing a range of long-term

issues, including mental health disorders, behavioral challenges, and

difficulties in forming healthy relationships in the future.

According to Santos and Cruz (2020), therapeutic interventions such

as counseling, peer support groups, and collaboration with other social

services can help mitigate the impact of family violence on school

performance. By addressing the emotional and psychological needs of

students affected by family violence, education can play a crucial role in

breaking the cycle of trauma and fostering positive academic outcomes.

Providing these support systems allows students to heal and regain focus,

which ultimately contributes to improved educational trajectories and

overall well-being.

According to a report by the World Health Organization (WHO),

approximately 50% of individuals under the age of 18 worldwide have

experienced some form of violence. Alarmingly, the primary perpetrators of

this violence are often family members and those in close proximity to the

children, including caregivers and relatives. This pattern of violence within

intimate settings is not only widespread but also deeply troubling, as it

exposes young individuals to harmful experiences within the very

environments that should be providing them with safety, care, and support.

The report highlights the critical need for comprehensive measures to

protect children from abuse and ensure they grow up in nurturing, violence-

free environments. These findings, reported by the Economic Commission

for Latin America and the Caribbean (ECLAC) and the United Nations

Children’s Fund (UNICEF) Regional Office for Latin America and the

Caribbean (2020), underscore the urgent need for global action to address

the root causes of violence and create safer homes and communities for

children
 The impact of violence against children varies significantly depending

on a range of factors, including the frequency, type, and intensity of the

violence, as well as the duration of exposure. The effects are also influenced

by the child's age, gender, personality, socioeconomic status, and the level

of familial support and relationships they experience. Violence can have

devastating consequences on children, leading to a wide spectrum of

harmful outcomes. In some cases, it may cause non-fatal harm to the fetus

or result in long-term physical disabilities. Additionally, exposure to violence

can disrupt a child's growth and development, both physically and

emotionally.

Children subjected to violence often experience feelings of isolation

and are at risk of forming fewer social connections, which can worsen their

sense of loneliness and alienation. The emotional toll of violence can deeply

undermine a child's self-esteem, fostering a sense of worthlessness and

insecurity that can persist into adulthood. Furthermore, the trauma of

violence can contribute to the development of serious mental health issues,

including anxiety and depression, which may interfere with their ability to

function normally in school or social settings.

The long-term effects of violence can also manifest in behavioral

problems, with children potentially developing antisocial, violent, or

destructive tendencies because of the trauma they have experienced.

These behaviors can alienate them from peers and adults, further

deepening their emotional and social struggles. In the most severe cases,

the effects of violence against children can significantly alter their life

trajectory, affecting their academic success, relationships, and overall well-

being. Addressing these challenges requires comprehensive support

systems that provide emotional healing, safe environments, and avenues

for building resilience and recovery (SOS Children’s Villages International

Programme and Strategy, 2017).

A recent report by UNESCO (2017) revealed that school violence and

bullying victimization significantly affect children's education in various

ways. These children often experience heightened fear and anxiety, making

them reluctant to attend school. The fear of being bullied or subjected to

violence can lead to absenteeism, further hindering their academic

progress. Additionally, those who do attend school may face difficulties

concentrating in class, as their focus is often consumed by the emotional

and psychological toll of the bullying or violence they experience. This

inability to concentrate can result in lower engagement during lessons and

poorer academic performance, particularly in subjects that require high

levels of focus and cognitive processing, such as mathematics.

The report highlights that the negative effects of school violence and

bullying extend beyond immediate academic struggles. These experiences

can lead to long-term emotional and psychological challenges, including

anxiety, depression, and a lack of self-confidence, which can persist into

adulthood and affect various aspects of a child’s life. Furthermore, the

trauma from such experiences can impair social development, making it

difficult for affected children to build positive peer relationships and

navigate social interactions both in and outside of school.

Given the profound impact of school violence and bullying on

educational outcomes, the UNESCO report emphasizes the need for

effective interventions. Schools should adopt comprehensive anti-bullying

policies, promote safe learning environments, and provide psychological

support to victims of violence and bullying. Creating an environment where

children feel safe and supported is essential for helping them overcome the

barriers to learning and achieving their full academic potential.

According to the article of Supol (2020) family violence is a

widespread problem, but its impact on adolescent academic achievement is

poorly understood. A review of 13 studies found strong evidence that

exposure to family violence negatively affects academic performance in

adolescents. This highlights the need for prevention strategies to reduce

exposure and interventions to support those affected. Future research

should explore the mechanisms by which family violence impacts academic

success.

Accorning to UNICEF Philippines (2016) the 2015 National Baseline

Survey on Violence Against Children in the Philippines paints a stark and

deeply concerning picture of the widespread prevalence of violence against

Filipino children. This comprehensive survey revealed that a staggering

80% of Filipino children have experienced some form of violence,

highlighting the pervasive nature of this issue across various settings.

The survey identified a disturbingly high prevalence of physical,

psychological, sexual, and online violence. This includes physical abuse,

such as hitting, kicking, or slapping; psychological abuse, including verbal

insults, threats, and emotional manipulation; sexual abuse, encompassing

any form of sexual exploitation or assault; and online violence, such as

cyberbullying and exposure to harmful content. These forms of violence can

have devastating and long-lasting consequences for children's physical,

emotional, and psychological well-being, significantly impacting their

development and future prospects.

The survey's findings underscore the urgent need for a multi-faceted

approach to address this crisis. Efforts must focus on prevention,

intervention, and support systems to protect Filipino children from violence

and ensure their safety and well-being. This requires a collaborative effort

involving families, communities, schools, government agencies, and civil

society organizations working together to create a culture of respect,

safety, and protection for all children.

Stated by Doroudchi, A. (2023), domestic violence (DV) is a serious

global health issue affecting families worldwide. While DV can involve

various forms of abuse, including physical, sexual, and emotional violence,

it often manifests as intimate partner violence between male and female

partners. However, children are also vulnerable victims, suffering

significant and lasting psychological consequences. Studies have linked

repeated exposure to DV with increased risk of mental health problems,

including depression, anxiety, and post-traumatic stress disorder. This

systematic review aims to shed light on the specific psychological impacts

of DV on children, a crucial area that has not been thoroughly explored.

Our understanding of domestic violence has evolved significantly

over time, highlighting the need for a clear and consistent definition to

guide societal responses. However, defining domestic violence remains a

challenge, as definitions and interpretations vary across research studies,

regions, and cultures (European Union Agency for Fundamental Rights,

2014).

Based on Usman (2020) domestic violence is a global issue,

transcending national boundaries and impacting individuals across

socioeconomic, cultural, racial, and class lines. While it is primarily

recognized as a problem within households, its prevalence and severity are

undeniable. Domestic violence has a profound impact on the health and

academic well-being of students, yet it remains a largely ignored and

misunderstood problem despite its widespread nature and serious

consequences.

Childhood experiences of abuse, neglect, domestic violence, parental

mental illness, caregiver death, disasters, war, and other traumatic events

are strongly linked to negative outcomes that can persist throughout life

(Boullier & Blair, 2018; Plumb, Bush, & Kersevich, 2016). Repeated

exposure to such traumas has been shown to have a detrimental impact on

brain development (Boullier & Blair, 2018), increasing the risk of mental

health issues, behavioral problems, learning difficulties, social challenges,

physical health problems, risky coping behaviors, and dysregulation of

stress response hormones (De Bellis & Zisk, 2014; Hughes et al., 2017;

Kliethermes, Schacht, & Drewry, 2014; Plumb et al., 2016).

Related Studies

The United States Department of Justice (2017) defines family

violence as a recurring pattern of abusive behavior within a relationship,

where one person uses violence to establish or maintain power and control

over another intimate partner. Domestic violence can take many forms,

including physical, emotional, financial, and sexual abuse. It encompasses

any actions or behaviors that threaten, intimidate, manipulate, degrade,

isolate, or harm the other individual in any way. Emotional or psychological

abuse, a particularly insidious form of domestic violence, involves actions

designed to control, belittle, or undermine the victim’s mental health,

beliefs, and decision-making.

This may include tactics such as direct or indirect threats,

humiliation, insults, manipulation, intimidation, and false accusations. These

actions aim to break down the victim’s sense of self-worth and autonomy,
often leaving lasting emotional scars. Psychological abuse can be just as

damaging, if not more so, than physical violence, as it attacks the victim's

mind and spirit, making them feel powerless and isolated. Over time, the

emotional toll can erode the victim's mental health, impacting their well-

being and ability to function in other aspects of their life, including

relationships and work.

As stated by a 2014 study of Graham-Berman without any

therapeutic support, over half of school-aged children residing in domestic

violence shelters exhibit clinical levels of anxiety or post-traumatic stress

disorder (PTSD), significantly increasing their risk for delinquency, school

dropout, and challenges in forming healthy relationships. These children

often demonstrate regressive behaviors, such as increased clinginess,

whining, difficulties with eating and sleeping, and trouble focusing or

concentrating. In some cases, they may withdraw emotionally, becoming

distant or non-verbal. In addition to the typical symptoms of childhood

anxiety, pre-adolescent children often have a better ability to externalize

their negative emotions, meaning they may be more capable of articulating

their feelings than younger children. However, the trauma they have

experienced can manifest in disruptive or defiant behavior at school, low

self-esteem, social withdrawal, and a marked loss of interest in learning.

These children may also avoid interacting with their peers and

struggle to form or maintain friendships, further exacerbating their

emotional and academic challenges. The cumulative impact of these issues

can hinder their personal development and educational success, making it

essential to provide therapeutic interventions to address the underlying

trauma.

Domestic violence (DV) refers to any type of physical, emotional,

sexual, or financial harm inflicted by one family member on another. The

Domestic Violence (Offence and Punishment) Act of 2066 defines DV as

including both physical punishment and emotional harm (Domestic Violence

[Offence and Punishment] Act, 2066). The World Health Organization (WHO,

2012) provides a broader perspective, recognizing DV as any form of

physical or psychological abuse occurring within a family, committed by

intimate partners, parents, children, or other family members (Riedl et al.,

2019).

Furthermore, in the study of Lagdon et al., 2014, DV can affect

individuals across various family dynamics, including parent-child

relationships and intimate partnerships, particularly violence between

couples. It is a deeply destructive and widespread issue, which can involve

ongoing or isolated incidents of physical assault, verbal abuse, threats, and

coercion. Such violence can manifest in multiple forms, including physical

harm, intimidation, emotional manipulation, and financial control, all of

which can cause significant long-term physical and psychological damage to

the victims.

To effectively address domestic violence, it is essential to recognize

its complex and multi-dimensional nature. This requires comprehensive

support for victims, legal measures to ensure justice, and preventive

strategies to stop further violence within families.

Holt & Devaney (2015) stated that Domestic abuse is a critical and

pervasive issue that continues to affect individuals, families, and

communities worldwide. Its impact extends far beyond the immediate harm

caused to victims, creating long-term consequences that reverberate

throughout society. Every year, domestic violence takes countless lives and

leaves many others struggling with physical and psychological trauma. The

repercussions are felt across multiple sectors, including healthcare, law

enforcement, education, and social services, as the various systems

responsible for supporting victims are often overwhelmed and under-

resourced. Addressing domestic violence requires a multifaceted response

from criminal justice systems, healthcare providers, and social welfare

organizations, each working to mitigate the effects of abuse and provide

necessary support to victims.

However, the financial burden of dealing with domestic violence—

whether through legal fees, medical treatment, emergency services,

housing assistance, or counseling programs—is frequently borne by society

at large, often at the expense of public resources. While domestic violence

has been a longstanding issue, it is only in recent decades that there has

been a significant increase in public awareness and political consensus

regarding its severity and impact. Over the past 30 years, efforts to combat

domestic abuse have gained momentum, with more attention being paid to

the need for protective laws, shelters for victims, and education about

healthy relationships. Social and political movements, as well as the voices

of survivors, have played a crucial role in bringing domestic violence to the

forefront of public discourse, pushing for greater accountability and stronger

prevention measures. Despite these advancements, however, domestic

violence remains a deeply entrenched societal problem, and there is still

considerable debate about the most effective solutions to address it.

The complexity of domestic abuse makes it a difficult issue to

resolve, as it involves a range of factors, including cultural attitudes,

economic pressures, mental health, and power dynamics within

relationships. Victims of abuse often face numerous barriers to seeking

help, such as fear of retaliation, financial dependence, or lack of awareness

of available resources. Perpetrators, too, may not always be easily

identifiable, and interventions can be hindered by gaps in coordination

between different sectors. Moreover, while legal protections and support

systems for victims have improved, there is still much to be done to ensure

that these measures are accessible, effective, and culturally sensitive.

There is no one-size-fits-all solution, and addressing domestic violence

requires ongoing efforts from all levels of society—government,

communities, and individuals alike—to provide comprehensive, lasting

solutions. Thus, while the recognition of the problem and the call for action

have increased, the path toward effective and sustainable solutions is still

unclear and continues to evolve.

Taibat & Oni (2017) have stated that domestic violence has a

significant impact on a child's psychological development, influencing their

behavior and potentially leading to the development of negative or harmful

tendencies. These may include bullying, aggression, isolation, excessive

fear, depression, anxiety, heightened anger, disobedience, and even drug

abuse. Such behaviors often stem from a lack of proper guidance and

support during critical developmental stages. Additionally, exposure to

domestic violence can result in psychosomatic issues, where the child may

exhibit neurotic behavior, increased morbidity, and daydreaming. These

psychological effects can interfere with their ability to concentrate, listen,

and assimilate information in the classroom, further hindering their

academic progress and social interactions.

Children subjected to violence often experience feelings of isolation

and are at risk of forming fewer social connections, which can worsen their

sense of loneliness and alienation. The emotional toll of violence can deeply

undermine a child's self-esteem, fostering a sense of worthlessness and

insecurity that can persist into adulthood. Furthermore, the trauma of

violence can contribute to the development of serious mental health issues,

including anxiety and depression, which may interfere with their ability to

function normally in school or social settings.

 The long-term effects of violence can also manifest in behavioral

problems, with children potentially developing antisocial, violent, or

destructive tendencies because of the trauma they have experienced.

These behaviors can alienate them from peers and adults, further

deepening their emotional and social struggles. In the most severe cases,

the effects of violence against children can significantly alter their life

trajectory, affecting their academic success, relationships, and overall well-

being. Addressing these challenges requires comprehensive support

systems that provide emotional healing, safe environments, and avenues

for building resilience and recovery (SOS Children’s Villages International

Programme and Strategy, 2017).

According to a study conducted in Ghana involving children aged 9 to

18, both psychological and physical abuse had a profound impact on the

levels of anxiety and depression in these children. The findings revealed

that children who experienced both forms of abuse were more likely to

exhibit higher levels of anxiety and depression compared to those who had

not been subjected to abuse (Nyarko et al., 2014).

Further research by Zhou, Liang, and colleagues (2019) supports

these findings, highlighting that children who endure abuse tend to suffer

from significantly greater levels of anxiety and depression.

The study emphasized that the severity of the abuse, the frequency

of its occurrence, and the intensity of physical beatings were strong

predictors of the psychological distress experienced by the children. These

factors directly contributed to the children's emotional suffering, which in

turn negatively impacted their mental health. The more frequent and severe

the abuse, the higher the likelihood that the child would experience long-

lasting psychological effects, including chronic anxiety, depression, and

other mental health challenges. The findings of both studies underline the
urgent need for effective interventions to protect children from all forms of

abuse, as well as the importance of providing timely psychological support

to help them recover from the emotional trauma caused by such

experiences.

According to a 2019 study by Cuartas et al., a significant percentage

of parents in Latin America and the Caribbean accepted the use of physical

and psychological aggression as part of child-rearing practices. The study

found that 55.2% of parents accepted physical aggression, while 48%

accepted psychological aggression. These figures highlight a troubling

cultural norm in which violent behavior toward children is sometimes

normalized, despite the well-documented harm such practices can inflict on

children’s mental and emotional well-being. The findings, reported by the

Economic Commission for Latin America and the Caribbean (ECLAC) and the

Regional Office for Latin America and the Caribbean of the United Nations

Children’s Fund (UNICEF) in 2020, underscore the urgent need for broader

efforts to change attitudes toward discipline and promote non-violent,

supportive parenting practices to ensure the healthy development of

children in the region.

Academic performance serves as a key indicator of a student’s

progress and success in the educational system. However, exposure to

domestic violence can severely disrupt a child's ability to concentrate,

participate in class activities, and engage in learning. Children who witness

or experience domestic abuse often show signs of anxiety, behavioral

issues, and emotional distress, including feelings of hopelessness and fear.

These psychological and emotional challenges become significant obstacles

to their academic achievement, affecting their motivation, focus, and

overall engagement in school (McTavish et al., 2016). Such children may

struggle to meet academic expectations and face difficulties in developing

healthy relationships with peers and teachers, further hindering their

academic growth and success.

Recent studies, including research by López-Martínez et al. (2023),

have shown that the trauma caused by domestic violence significantly

impacts children's cognitive development. The psychological and emotional

distress resulting from exposure to violence at home can lead to long-term

academic challenges, with the effects sometimes extending into adulthood.

The trauma these children endure affects their ability to concentrate,

process information, and fully engage in educational activities. This

disruption in cognitive functions often results in poor academic performance

and limits their educational opportunities, which can have lasting

implications for their academic and professional futures. Therefore,

addressing the psychological and emotional needs of these children is

critical in alleviating the negative effects of domestic violence. Providing

targeted support can help restore their focus, boost their academic

performance, and improve their overall well-being, offering them a better

chance at success both in education and in life.

Family violence is a broad term that encompasses harmful behaviors

occurring between individuals living together or in intimate relationships.

This violence can take various forms, including sexual, emotional,

psychological, and physical abuse. It affects people of all ages, genders,

and socioeconomic backgrounds, making it a widespread issue that is not

limited to any specific group or community (World Health Organization,

2021). The pervasive nature of family violence underscores the need for

comprehensive approaches to prevention, intervention, and support for

those affected, regardless of their demographic characteristics.

As for Sim & Fulu (2023) the impact of domestic violence on

children's academic performance is a significant concern, as it can lead to a

cascade of negative consequences. Research indicates that children who

witness or experience domestic violence are more likely to develop

emotional and behavioral challenges that negatively affect their academic

success. These challenges can manifest as anxiety, depression, aggression,

and difficulty concentrating, all of which can significantly interfere with their

ability to engage in the learning process. The trauma associated with

domestic violence can hinder their focus, engagement, and overall

participation in school, leading to poorer academic outcomes and a greater

risk of long-term educational struggles. This underscores the need for

comprehensive interventions that address the emotional and academic

needs of children exposed to domestic violence, aiming to mitigate the

negative impact on their educational trajectories.

Despite increased awareness and advocacy surrounding domestic

abuse, a significant number of incidents remain unreported, primarily due

to deep-seated societal norms and cultural barriers that discourage

intervention and the reporting of such abuses. This issue is particularly

prevalent in nations like Nigeria, where traditional values and fear of social

stigma often prevent victims or witnesses from seeking help or coming

forward to authorities (Eze et al., 2023). These social conventions create an

environment where the full scope of domestic violence and its profound

effects on children remains largely unrecognized and under-researched.

As a result, the specific impact of domestic violence on children’s

academic performance is not well understood, especially in rural and less-

accessible regions where resources for reporting, support, and research are

limited. Domestic violence can manifest in a variety of ways, often affecting

children’s psychological well-being, behavior, and ability to concentrate, all

of which are crucial factors for academic success. Children in violent

households may experience trauma, stress, and instability that hinder their
cognitive development and emotional regulation, thereby impairing their

ability to thrive academically.

Recognizing and understanding how domestic violence influences

children’s academic achievement is crucial for developing effective,

contextually appropriate interventions and support systems that can help

mitigate these impacts. By identifying the specific challenges faced by

children exposed to domestic violence, educators, social workers, and

policymakers can design targeted programs that address both the

immediate and long-term effects of abuse on children’s educational

outcomes.

A case study conducted by the Department of Psychology at Mzuzu

University in Malawi in 2016 revealed the profound impact of domestic

abuse on students' education. The study found that domestic violence

contributed significantly to school dropouts, with one of the major factors

being the lack of financial support. Children and adolescents from abusive

households often faced financial hardships, as parents or caregivers were

unable to provide the necessary resources for education, such as school

fees, uniforms, and other essential items.

The financial strain resulting from domestic violence left students

unable to attend school or participate in educational activities, further

exacerbating the cycle of poverty and limited opportunities for those

affected. Moreover, the emotional and psychological toll of living in abusive

environments hindered the students' ability to focus on their studies,

contributing to poor academic performance and eventually, school dropout.

This study underscores the importance of addressing the

multifaceted consequences of domestic violence on children and youth,

including the significant barrier it creates to educational attainment. It

highlights the need for intervention programs that not only provide financial

support but also offer emotional and psychological counseling to help

students overcome the trauma of abuse and stay engaged in their

education.

However, the study conducted by Mzuzu University in 2016

uncovered a troubling link between domestic violence and early marriages,

leading to school dropouts. Girls who witnessed domestic violence in their

homes were often pushed into early marriages to escape the abusive

environment. The pressure to avoid further exposure to domestic violence,

combined with cultural and social factors, led many of these young girls to

marry at a young age.

This early marriage, often seen to escape the violence, has

significant consequences for their education. Girls who marry early are

more likely to drop out of school, as they take on the responsibilities of

marriage and potentially child-rearing at a young age. As a result, they miss

out on crucial educational opportunities, perpetuating the cycle of poverty

and limited opportunities. This finding highlights the urgent need for

interventions that not only address the immediate effects of domestic

violence on children but also provide support to prevent early marriages

and promote education for girls in at-risk households. Efforts to raise

awareness about the importance of education, provide safe spaces for

children, and offer psychological support could help mitigate the impact of

domestic violence and prevent early marriages.

According to Raphael (2015), domestic violence refers to any act of

physical force against another person that has the potential to cause harm

or pain. This can include various actions such as pushing, hitting, slapping,

choking, using objects to strike, twisting body parts, coercing someone into
consuming unwanted substances, or even using weapons (United Nations,

2015).

In some societies, particularly in certain parts of Africa, there is a

troubling belief that domestic violence, especially against wives, is

acceptable under certain circumstances. These cultural norms often enable

the prevalence of physical abuse within households, where acts of violence

are used by men to assert dominance over their partners. Such practices

are deeply rooted in patriarchal structures that view women as subordinate,

and violence is considered a tool for maintaining control.

While instances of violence against men do occur, they are typically

far less common than those against women, and in many cases, these

instances are not as widely acknowledged or discussed. The unequal power

dynamics in these relationships contribute significantly to the continued

prevalence of domestic violence and the underreporting of abuse. This

highlights the need for a comprehensive understanding of domestic

violence and cultural shifts toward recognizing and addressing its harmful

effects on both individuals and society. Efforts should include education,

legal reforms, and providing safe spaces for victims to seek help, as well as

working to dismantle the deeply ingrained gender norms that allow such

violence to persist.

A 2016 case study conducted by the Department of Psychology at

Mzuzu University in Malawi found that domestic violence significantly

contributed to students dropping out of school. One of the primary reasons

identified was the withdrawal of financial support, such as school fees,

uniforms, and other essential supplies, which left children unable to

continue their education (Kanchiputu & Mwale, 2016).

 The study also highlighted the link between domestic violence and

early marriages. For many girls exposed to violence in their homes, early

marriage was seen to escape the abusive environment. The desire to leave

violent households often led these young girls to marry early, resulting in

school dropout. This cycle of domestic violence, early marriage, and

educational disruption creates a long-term impact on the girls’ futures,

limiting their opportunities for personal and academic development. The

study underscores the need for interventions that address both domestic

violence and its far-reaching effects on education, particularly for vulnerable

children.

According to Graham-Berman (2014), over half of school-aged

children in domestic violence shelters demonstrate clinical levels of anxiety

or post-traumatic stress disorder (PTSD). The trauma these children

experience puts them at an elevated risk for a variety of adverse outcomes,

such as involvement in delinquency, dropping out of school, and struggling

to form healthy interpersonal relationships. These emotional and

psychological effects can manifest in several ways, including withdrawal

from others, becoming non-verbal, and displaying regressive behaviors like

clinging to caregivers, whining, or exhibiting challenges in basic functions

such as eating and sleeping.

Unlike younger children, pre-adolescents are more capable of

externalizing their negative emotions, meaning they tend to express their

feelings verbally. However, their ability to articulate their distress often does

not mitigate the severity of their emotional difficulties. In addition to

common symptoms of childhood anxiety, such as worry and nervousness,

these children may show a significant decline in their academic

performance. They may develop a profound disinterest in school, which can

be linked to their emotional turmoil, and their self-esteem may be

drastically lowered, further affecting their motivation and engagement with

learning.

Children who experience domestic violence may also avoid forming

relationships with peers, as their emotional distress makes it difficult to

trust or connect with others. This social isolation can perpetuate feelings of

loneliness and rejection. Moreover, these children may display oppositional

or defiant behaviors at school, reacting to perceived threats or stressors

with anger, resistance, or rebellious actions. Such behavior not only disrupts

their academic progress but also strains relationships with teachers and

peers, creating a cycle of disengagement and failure.

These long-term effects of exposure to domestic violence underscore

the importance of early intervention and support. Addressing the

psychological and emotional needs of children in these environments is

crucial to preventing the negative consequences of trauma. Trauma-

informed care, counseling, and creating safe, supportive educational

environments are essential to breaking the cycle of violence and helping

these children regain a sense of normalcy and hope for the future. Without

intervention, the lasting impact of domestic violence can impede these

children's ability to thrive academically, socially, and emotionally,

significantly affecting their long-term well-being and success.

According to the study of Romano, Babchishin, Marquis, & Fréchette

(2015) there is a review examining the link between childhood violence and

educational outcomes analyzed 20 articles, including 16 empirical studies

and four research syntheses. The findings revealed that exposure to

violence during childhood often leads to significant academic challenges.

These challenges manifest in various forms, such as the need for special

education services, grade retention, and consistently lower grades.

 The review highlights the profound impact that early exposure to

violence has on children's ability to succeed in school. Children who

experience violence, whether in the form of physical, emotional, or

psychological abuse, often struggle with concentration, emotional

regulation, and behavior, all of which are crucial for academic achievement.

This can result in their academic performance being substantially hindered,

with many children falling behind their peers, requiring additional

educational support, or even repeating grades.

Furthermore, the review underscores that the effects of childhood

violence extend beyond just academic performance. The trauma

experienced by these children can affect their cognitive development,

mental health, and social skills, further complicating their educational

journeys. These children may find it difficult to trust adults, engage in group

activities, or focus on lessons, making it harder for them to thrive in

traditional educational settings. The long-term consequences of childhood

violence, therefore, not only impact academic outcomes but can also affect

overall life trajectories, contributing to a cycle of disadvantage that persists

into adulthood.

Overall, the review reinforces the need for early intervention and

support for children affected by violence. Educational systems must

implement trauma-informed practices and provide appropriate resources to

help these children overcome the barriers they face in their learning

environment. Addressing the psychological and emotional needs of these

children can help mitigate the long-term effects of childhood violence,

enabling them to reach their full academic potential and break the cycle of

trauma.

According to Alhamed (2020), the family is undeniably one of the

most influential institutions in an individual's life, serving as the primary

socializing agent that shapes personality, behavior, and worldview. Families

are present in all cultures and societies, and their role extends beyond just

providing physical care and sustenance. They are responsible for instilling

moral values, social norms, and cultural traditions that guide how their

members interact with the world and others around them.

Families exert considerable control over the actions and behaviors of

their members, especially in the formative years. Through direct guidance,

support, and discipline, parents and guardians play an essential role in

teaching children how to navigate social settings, make decisions, and

adhere to societal expectations. This control is not necessarily authoritarian

but is often grounded in love, care, and a sense of responsibility for the

well-being of the individual. As children grow and develop, these teachings

become ingrained in their minds, helping them form their own identities,

morals, and principles that they carry with them throughout life.

Importantly, families are the first environment in which individuals

learn and internalize values, ethics, and traditions. From an early age,

children absorb lessons from their families about what is considered right or

wrong, how to treat others, and how to approach challenges. For example,

children might learn about honesty, kindness, empathy, and respect

through their parents' actions and words, which in turn influences their

behavior in school, relationships, and later life. Family members serve as

role models who set examples for how to behave in various social contexts,

creating a strong foundation for the development of emotional intelligence,

social skills, and conflict resolution abilities.

In addition to imparting values and behavioral norms, the family also

provides emotional and psychological support that helps individuals build

resilience. A nurturing family environment can foster a sense of security

and self-worth, empowering individuals to face the challenges that life

presents. Conversely, dysfunctional family dynamics can lead to a range of

issues, including low self-esteem, poor social skills, and difficulties in

forming healthy relationships.

Moreover, the family plays a key role in transmitting cultural identity

and traditions from one generation to the next. Children raised in families

with strong cultural ties often grow up with a deep sense of pride in their

heritage, which contributes to a greater understanding and appreciation of

their cultural background. This cultural foundation can help individuals

navigate a complex, multicultural world, balancing respect for their own

traditions with an openness to others.

Overall, the family is an essential force in shaping an individual's

behavior, values, and personality. Its influence extends far beyond

childhood, continuing to impact individuals throughout their lives. The

lessons learned within the family unit provide the building blocks for how

individuals engage with society, contributing to the formation of well-

rounded, responsible, and empathetic members of society. In this way, the

family is not just a private entity but a cornerstone of the social fabric,

influencing not only the individual but also the broader community.

Vu et al. (2016) emphasize the profound impact that exposure to

family violence during childhood can have on a child’s emotional and

behavioral development. Children who are exposed to violence within their

homes are at a heightened risk of developing trauma-related symptoms,

such as persistent anxiety, depression, and emotional withdrawal. These

internalizing behaviors often lead to feelings of helplessness, isolation, and

low self-worth, which can further hinder a child's ability to navigate daily life

and build healthy relationships.

 In addition to internalizing behaviors, these children often exhibit

externalizing behaviors, such as aggression, defiance, impulsivity, and

difficulties in managing their emotions. These outward expressions of

distress can manifest in various environments, especially in school settings,

where children may struggle with focusing on tasks, following instructions,

and interacting positively with peers and teachers. The impact of family

violence can disrupt their social development, leading to difficulties in

forming healthy relationships and managing conflict.

The academic consequences of such behavioral issues are also

significant. Children who exhibit signs of trauma and behavioral challenges

are more likely to experience lower academic performance, difficulty

concentrating, and disengagement from school activities. This can create a

cycle of underachievement, further exacerbating feelings of inadequacy and

frustration.

The long-term psychological effects of family violence can extend

into adulthood if left untreated. These children may carry unresolved

trauma into their adult lives, influencing their emotional well-being,

relationships, and ability to function in various aspects of life. Early

intervention and therapeutic support are essential to break the cycle of

trauma and to promote healthy emotional and behavioral development,

allowing children to reach their full potential academically and personally.

Fry et al. (2018) conducted a comprehensive meta-analytic review

that focused on adolescents, examining the detrimental effects of various

forms of violence on their academic outcomes. The study revealed that

children who were exposed to parental violence were significantly more

likely to experience academic difficulties compared to their peers who were

not subjected to such trauma. Specifically, these children tended to score

lower on standardized tests and were more prone to academic failure,

including higher rates of school absenteeism and a greater likelihood of not

passing key academic assessments.

The review highlighted that the emotional and psychological toll of

witnessing parental violence had profound implications for cognitive

functioning and academic achievement. Exposure to violence within the

home often results in heightened stress, anxiety, and trauma, which can

interfere with a child’s ability to concentrate, retain information, and

engage in learning activities. These children may also struggle with

behavioral issues, such as aggression, withdrawal, and difficulty following

instructions, which further hinder their academic success.

The impact of parental violence on academic performance is

compounded by the long-term effects of trauma, which can persist well into

adolescence and adulthood. As these children grow older, the unresolved

emotional scars from their early experiences of violence may continue to

affect their motivation, self-esteem, and ability to thrive in an educational

environment. Fry et al.'s findings underscore the importance of early

intervention and support for children who have experienced domestic

violence, as addressing their psychological needs is critical to helping them

succeed academically and overcome the barriers created by their traumatic

experiences.

The longitudinal study conducted by King and Mrug (2016) focused

on African American adolescents and found a significant negative

relationship between exposure to family violence and academic

performance over a two-year period. The research highlighted that

adolescents who were exposed to family violence, particularly in the form of

physical or emotional abuse, tended to show a decline in their academic

performance over time.

 The study also pointed out that variations in the results were

influenced by differences in how family violence was measured and defined,

as well as the specific types of violence experienced. For example, exposure

to physical violence might have different consequences compared to

emotional or psychological abuse, both of which can impact a child’s

emotional well-being and academic abilities in distinct ways. The way in

which family violence is operationalized — whether through direct reports,

self-reports from adolescents, or observations — also played a role in how

its effects were understood. Furthermore, the study emphasized that the

impact of family violence on academic performance is not always

immediate but can develop over time. The longer a child is exposed to

violent environments, the more likely they are to experience long-term

disruptions in their cognitive and emotional development. This can lead to

difficulties in concentrating, reduced motivation, and challenges in

maintaining positive relationships with teachers and peers, all of which

negatively affect academic achievement.

However, according to Supo (2021) adolescents can be affected

differently by family violence, considering their stage of development and

their ability to adapt to the challenges they face (Supol, 2021). During

adolescence, individuals undergo significant physical, emotional, and

cognitive changes, which make them more vulnerable to external stressors,

such as family violence. The impact of violence in the home can be

particularly profound during this developmental period, as adolescents are

trying to establish their sense of identity, autonomy, and social

relationships.

For some adolescents, exposure to family violence can lead to

internalizing behaviors such as anxiety, depression, and withdrawal. Others

may externalize their feelings through aggression, rebelliousness, or

defiance. Additionally, adolescents may struggle with their academic

performance, as the emotional toll of family violence can impair their ability

to concentrate, engage in schoolwork, and build healthy peer relationships.

The developmental stage of adolescence also influences how

individuals cope with and process the trauma of family violence. Younger

adolescents might have less developed coping strategies and emotional

regulation skills, making them more likely to internalize the effects of abuse.

Older adolescents, on the other hand, may be more likely to externalize

their distress through risky behaviors or engage in rebellious actions as a

form of resistance to their circumstances.

Understanding the developmental stages of adolescents is essential

in assessing how family violence affects them and in designing appropriate

interventions that consider their unique needs and coping mechanisms.

Tailoring support to an adolescent's specific developmental stage can help

mitigate the negative impact of family violence and promote healthier

emotional and academic outcomes.

On the other hand, Kiesel (2018) has stated that exposure to family

violence can contribute to significant stress, anxiety, and behavioral

disorders, all of which have a detrimental effect on academic success.

Children and adolescents who witness or experience domestic violence

often struggle with emotional regulation, which can lead to difficulties in

managing their reactions and behaviors both at school and in other aspects

of their lives. These emotional challenges can hinder their ability to

concentrate, complete assignments, and engage effectively in learning

activities.

As a result, the academic impact of family violence can be profound,

leading to decreased school performance and a range of academic

problems. Adolescents exposed to domestic violence may have trouble

focusing during lessons, low motivation, and an increased tendency to

disengage from educational tasks. This can contribute to poor grades,

frequent absences, and a lack of academic progress, which can have long-

term consequences on their educational development.

Furthermore, the emotional difficulties faced by these adolescents,

such as heightened anxiety or depression, can exacerbate academic

struggles. Their stress and emotional distress can impair cognitive functions

such as memory, problem-solving, and attention, making it harder for them

to keep up with coursework and succeed in school (King, 2018). These

compounded challenges may lead to a cycle of academic failure and

emotional hardship, further affecting their overall well-being and prospects.

In addressing these issues, it is essential to provide targeted support and

interventions that help these students manage their emotions, reduce

anxiety, and improve their behavioral and academic outcomes. Creating a

safe, supportive, and understanding educational environment can play a

crucial role in mitigating the negative effects of family violence on academic

success.

According to David et al. (2020), these deficiencies within the

education system hinder its ability to meet the country’s broader goals of

poverty eradication and improved living standards. To address these issues,

the Philippines must invest in revitalizing its education system through

modernizing curricula, improving school infrastructure, and providing

ongoing professional development for teachers. By addressing these

fundamental challenges, the country can unlock the full potential of

education as a driver of economic and social progress, ultimately

empowering individuals to break free from the cycle of poverty and

contribute to the nation’s growth and development.

 One of the primary reasons why Filipino students struggle to receive

a quality education is the widespread issue of poverty, which severely limits

their access to even the most basic educational resources. Many students

from low-income families face significant barriers in acquiring essential

materials such as textbooks and school supplies, and even basic

technological tools that are increasingly necessary for learning in today's

world. Furthermore, the financial challenges these families face often make

transportation to school a daily struggle, compounding the difficulties

students encounter in their educational journeys (Manasan, 2019).

In addition to these economic constraints, the issue of learning

inequalities is exacerbated by poor classroom conditions and overcrowded

class sizes, which further hinder effective learning. Overcrowded classrooms

make it challenging for teachers to provide individualized attention and

create an environment conducive to focused learning. As noted by Balena

(2020), these subpar conditions directly impact the quality of education, as

students are left with fewer opportunities to engage with the material and

benefit from personalized instruction.

According to Cruz et al. (2021), many students in rural or remote

parts of the Philippines face significant obstacles in accessing online

education due to a lack of reliable internet connectivity and inadequate

technological resources. The shift to digital learning has, therefore,

amplified the disparity between students who have access to technology

and those who do not, further marginalizing those in underprivileged

regions.

Addressing these issues requires a comprehensive, multifaceted

approach that involves substantial investment in education. The

government must prioritize the development of educational infrastructure,

including the construction and renovation of schools, improvement of

classroom conditions, and the provision of adequate learning materials.

Moreover, investing in teacher training is crucial to ensure that educators

are well-equipped to handle the diverse needs of their students, especially

in overcrowded classrooms. Additionally, substantial investments in

technology are essential to bridge the digital divide and ensure that all

students, regardless of their geographic location or economic background,

have access to the tools and resources necessary for their education. Only

through a concerted effort in these areas can Filipino learners reach their

full potential and overcome the barriers that currently limit their

educational success.

As highlighted by Del Prado and Estacio (2020), the family is not only

responsible for meeting the basic needs of its members but also serves as a

primary influence in the development of moral values, social behavior, and

cultural identity.

Within this context, the family plays an indispensable role in shaping

a child’s perspective on life and learning. From an early age, children learn

values, traditions, and behaviors that are passed down through

generations. These teachings shape how children view themselves, their

relationships with others, and their place within society. The family instills

key lessons about what is right and wrong, what is important, and how to

approach challenges—whether in school or in life. The values and attitudes

that parents and extended family members model have a profound impact

on a child’s outlook, often determining their approach to education,

personal growth, and even their aspirations for the future.

For Filipino children, the family is not just a source of love and care; it

is the primary institution where they learn the foundational principles that

will guide them throughout life. This early guidance significantly influences

their academic success, social interactions, and sense of responsibility. By

nurturing a child’s sense of belonging, cultural identity, and moral compass,

the family plays a central role in shaping the learners of tomorrow, making

it an essential force in both individual and societal development.

The family plays a fundamental role in shaping the emotional, moral,

and academic development of Filipino learners, serving as a cornerstone for

their overall well-being and success in education. From the moment

children are born, the home environment serves as their first and most

influential learning context. It is in this setting that cognitive skills are first

nurtured, often laying the foundation for a child's later academic

achievements. In fact, the early interactions children have with their

families can significantly influence their cognitive development long before

they enter a formal school environment. In the Philippines, the family is

considered the cornerstone of society, playing a vital role in shaping an

individual’s development, particularly during the formative years. Filipino

culture places significant emphasis on the strength of family ties,

recognizing the family as not only a fundamental unit of belonging but also

as a crucial support system for its members. The concept of close-knit

family relationships is deeply ingrained in Filipino society, where the family

often extends beyond just parents and children to include extended

relatives, all of whom contribute to each other's well-being.

According to Rashmi and Rani (2021), child abuse and domestic

violence are longstanding social issues that are not random or deviant

behaviors but are deeply embedded in our culture. While domestic violence

has gained political recognition as one of the most pervasive and

entrenched forms of violence in society, child abuse has not yet received

the same level of attention. These issues have often been treated as private

matters, partly due to the traditional view of the family as a source of love

and support. This perception has led to denial at both the community and
individual levels. However, the family, as the most significant institution in

society, is highly complex. It serves both as a means of social control and a

source of social support, with its internal dynamics having the potential to

impact relationships in both positive and negative ways.

Research by Flores and Tolentino (2019) underscores the strong

positive connection between parental involvement in a child's education

and the child's academic outcomes. When parents actively engage in their

child's schooling—whether by assisting with homework, attending school

meetings, or simply showing interest in their child’s day-to-day educational

experiences—it has a profound impact on the child's academic

performance. This involvement not only helps boost academic achievement

but also enhances the child's self-concept and motivation, fostering a sense

of confidence and a willingness to strive for success.

The family unit, in its various forms, consistently provides a network

of support that is essential for a child's learning. Parents and guardians

often assist children with homework, create an environment conducive to

studying, and offer motivational encouragement when challenges arise.

This kind of involvement ensures that children feel supported and valued,

which in turn enhances their willingness to engage with learning tasks.

Moreover, a stable and nurturing family environment is crucial in cultivating

qualities such as discipline, curiosity, and resilience. When children grow up

in an environment where these traits are encouraged, they are more likely

to embrace learning with a positive mindset and demonstrate persistence,

even in the face of difficulties.

For Filipino learners, the role of the family cannot be overstated. It is

within the home that children first encounter the values and behaviors that
will guide them through their academic journey. A family that prioritizes

education and emotional well-being fosters a supportive atmosphere where

discipline and curiosity can thrive. This foundation not only aids in academic

success but also helps Filipino learners develop the mental fortitude needed

to navigate the challenges they may face throughout their educational

careers. Ultimately, the family’s influence extends far beyond the

classroom, shaping both the personal and academic development of the

learner.

The role of the family in Filipino education is both foundational and

multifaceted, serving as a cornerstone for the holistic development of

learners. While schools function as formal institutions for structured

learning, the family remains the child’s first and most enduring teacher.

Within the family setting, children are introduced to fundamental aspects of

life, such as language, cultural values, moral principles, and social norms.

These early lessons significantly influence their behavior, attitudes, and

academic performance, creating a ripple effect that extends to their

experiences in school and beyond.

Active family involvement in a child’s education has been shown to

produce remarkable benefits. As noted by Mamaril and Bautista (2020),

children whose families take an active role in their education are more likely

to excel academically, exhibit social responsibility, and demonstrate

emotional resilience. Such involvement reinforces the idea that education is

not confined to the classroom but is a lifelong process that begins and is

continuously nurtured at home.

Furthermore, the family provides emotional and moral support, which

fosters a nurturing environment where children can thrive. This support not
only enhances academic performance but also instills the confidence and

values needed for personal success. In this context, the Filipino family acts

as a crucial partner in education, ensuring that children are equipped with

the tools to navigate academic challenges and contribute meaningfully to

society.

In summary, the family serves as the bedrock of lifelong learning and

development, playing a pivotal role in shaping Filipino learners into well-

rounded individuals. By actively collaborating with schools and prioritizing

education within the home, the family becomes an indispensable ally in

fostering the academic achievement and personal growth of children.

Synthesis

The synthesis of the studies by Fry et al. (2018), King and Mrug

(2016), and Supo (2021) reveals a concerning correlation between exposure

to family violence and adverse academic outcomes among adolescents.

Fry et al. (2018) conducted a meta-analysis demonstrating that

children exposed to parental violence face significant academic challenges,

including lower standardized test scores, increased school absenteeism, and

a higher likelihood of failing key assessments. The emotional and

psychological impact of witnessing violence often leads to heightened

stress and anxiety, which impair cognitive functioning and learning abilities.

The study emphasizes the necessity of early intervention to address the

psychological needs of these children to help mitigate the long-term

academic consequences of their traumatic experiences.

King and Mrug (2016) further corroborate these findings through a

longitudinal study focusing on African American adolescents, showing a

negative relationship between family violence exposure and academic

performance over time. They highlight that the type of violence—whether

physical or emotional—can have varying effects on a child's emotional well-

being and academic abilities. The study underscores that the impact of

family violence is cumulative; prolonged exposure can lead to sustained

disruptions in cognitive and emotional development, affecting

concentration, motivation, and relationships with peers and teachers.

Supo (2021) adds a nuanced perspective by noting that the

developmental stage of adolescents plays a crucial role in how they respond

to family violence. During this formative period, adolescents experience

significant changes that may increase their vulnerability to stressors. The

effects of violence can manifest in different ways—some may internalize

their experiences, leading to anxiety and depression, while others may

externalize through aggressive or rebellious behavior. This variability in

response further complicates the relationship between family violence and

academic performance, as the emotional toll can hinder their ability to

engage in schoolwork and develop healthy peer relationships.

In summary, these studies collectively highlight the detrimental

effects of family violence on adolescents' academic outcomes, emphasizing

the need for targeted interventions to support affected individuals and

address their psychological and emotional needs to foster better academic

success.

The synthesis of the studies by Okite (2021), Lloyd (2018), and Artz

(2014) highlights the profound and multifaceted impact of domestic

violence on children’s academic performance and overall well-being. Across

these studies, the common theme is that exposure to domestic violence,

whether directly or indirectly, significantly impairs a child’s educational

outcomes and emotional health, leading to a range of long-term

consequences.

Okite (2021) underscores the role of home environments, including

domestic violence, in shaping children's academic performance. The study

reveals that a significant number of pupils exposed to domestic violence

experience reduced concentration, which negatively impacts school

attendance and class participation. Additionally, the research found that

emotional and behavioral issues, such as isolation, depression, and

aggression, were prevalent among affected children, further hindering their

academic success. The study also identifies poverty and alcohol abuse as

key contributors to domestic violence, suggesting that these factors

exacerbate the academic struggles of children living in violent homes.

Lloyd (2018) further emphasizes the importance of the education

system in supporting children affected by domestic violence. Schools are

often in the best position to identify and address the needs of these

children, but the study highlights that many teachers lack the training and

confidence to effectively intervene. The study also notes the direct and

indirect effects of domestic violence on children’s mental health, including

emotional trauma and disruptive behavior, which hinder their learning and

school performance. The inability of schools and multi-agency systems to

respond effectively to cases of domestic violence may worsen the situation,

making it crucial for educators and support services to be more informed

and proactive in their roles.

Artz (2014) takes a broader approach by examining the long-term

impacts of exposure to intimate partner violence on children, noting that

the effects are not confined to academic performance but extend to

neurological, physical, and mental health outcomes. The paper presents a

framework of "cascading effects," illustrating how the various negative

impacts of witnessing domestic violence, such as mental health challenges

and conduct problems, interact and compound over time. These cascading

effects often result in children facing difficulties in school, higher rates of

delinquency, and poorer academic and employment outcomes in adulthood.

Together, these studies paint a clear picture of the profound and

interconnected consequences of domestic violence on children. Exposure to

such violence disrupts not only the immediate academic performance of

children but also their mental and emotional development, leading to

behavioral issues that hinder their learning. Additionally, the role of schools

and teachers is critical in identifying and addressing these challenges,

although gaps in training and confidence can hinder effective intervention.

The studies collectively highlight the need for a more integrated and

informed response to support children affected by domestic violence,

including improved teacher training, stronger multi-agency collaboration,

and targeted interventions to address the root causes of domestic violence,

such as poverty and substance abuse.

In conclusion, the findings from these studies suggest that domestic

violence has a cascading effect on children’s academic performance,

mental health, and overall development. These impacts are interconnected,

requiring a comprehensive approach that involves not only educational

institutions but also social services, healthcare providers, and policymakers

to mitigate the long-term consequences of domestic violence on affected

children.

The synthesis of findings from Vu et al. (2016) and King & Mrug

(2016) underscores the profound and interconnected effects of exposure to

family violence on children and adolescents. Both studies highlight how

domestic violence within the family setting leads to significant emotional,

behavioral, and academic challenges.

Vu et al. (2016) emphasize that children exposed to family violence

are more likely to experience trauma-related symptoms such as anxiety,

depression, and emotional withdrawal. These internalizing behaviors not

only affect a child’s emotional well-being but also impede their ability to

build healthy relationships and navigate daily life. The long-term effects of

these behaviors can manifest in persistent feelings of helplessness and low

self-worth, further complicating their social interactions and emotional

development.

King & Mrug (2016), focusing specifically on African American

adolescents, found that exposure to family violence, particularly physical or

emotional abuse, had a detrimental impact on academic performance. Over

a two-year period, adolescents who had witnessed or experienced family

violence showed a notable decline in their academic achievements. This

decline suggests that the emotional and behavioral challenges stemming

from family violence—such as difficulty focusing, emotional distress, and

lack of motivation—directly interfered with their ability to succeed in an

educational environment.

Together, these studies illustrate the cascading effects of family

violence, where emotional and behavioral issues not only affect children’s

mental health but also extend to their academic performance. The trauma

caused by witnessing or experiencing violence can create a cycle of

emotional struggles and academic underachievement, with each aspect

compounding the other. Both emotional distress and poor academic

outcomes create long-term barriers for these children, affecting their overall

development and life trajectory. These findings highlight the critical need
for targeted interventions that address both the emotional trauma caused

by family violence and its negative impact on academic performance.

The studies of Flores & De Vera (2019) and Adamu (2019) highlight

two significant challenges facing Filipino students: economic hardship and

domestic violence. Both issues have profound and interconnected impacts

on children's well-being and educational outcomes.

Economic hardship presents a major obstacle to academic success,

particularly in the modern learning environment where access to resources

like textbooks, technology, and internet connectivity is increasingly

essential (Flores & De Vera, 2019). Families struggling with poverty often

lack the means to provide these essentials, placing their children at a

significant disadvantage in the classroom.

Domestic violence, on the other hand, creates a toxic environment

that can severely disrupt children's emotional and psychological

development (Adamu, 2019). Children exposed to domestic violence are at

increased risk of experiencing mental health issues, behavioral problems,

and academic difficulties. The consequences extend beyond individual

families, placing a burden on social services, health agencies, and the

criminal justice system.

While these issues may appear distinct, they are interconnected.

Children experiencing economic hardship are often more vulnerable to

domestic violence, creating a cycle of disadvantage. Addressing these

challenges requires a multifaceted approach, including poverty reduction

strategies, support for families experiencing domestic violence, and

educational programs that provide resources and support to students from

disadvantaged backgrounds.
 The issues of financial stress and family instability emerge as

significant barriers to educational success for Filipino students. Domingo

and Cruz (2018) highlight that financial strain within households is a key

factor leading to school dropouts, especially in rural areas where access to

educational support services is limited. Families facing economic hardships

often prioritize immediate survival over long-term educational investments,

resulting in children leaving school prematurely to contribute to household

income or assume domestic responsibilities.

Similarly, Mendoza and Rodriguez (2021) emphasize that students

from broken homes or those experiencing frequent family conflict frequently

struggle with low self-esteem, which undermines their academic

performance. The emotional insecurity stemming from a tumultuous home

life creates persistent stress and uncertainty, hindering their ability to

engage fully in their education. This disengagement is exacerbated by the

absence of a supportive and nurturing family environment, which is crucial

for a child's academic success. Without the emotional support,

encouragement, and stability that a positive family atmosphere provides,

these learners are more likely to withdraw from school and fail to achieve

their full potential. Together, these findings illustrate the interconnected

nature of economic and emotional factors in influencing educational

outcomes for children in the Philippines.

Studies by Alviar and Hernandez (2020) and Garcia and Lopez (2018)

reveal the detrimental effects of family violence on children's academic

experiences and outcomes. Alviar and Hernandez (2020) found that

students from violence-affected families are more likely to encounter

learning difficulties and are at an increased risk of academic

underachievement. The repercussions of family violence extend beyond the

individual, disrupting the broader learning environment by negatively

influencing peer interactions and classroom dynamics.

Similarly, Garcia and Lopez (2018) emphasize that children raised in

homes characterized by regular family violence often internalize feelings of

powerlessness and low self-esteem, which can severely hinder their

academic ambitions. This internal struggle may lead to a loss of motivation

to pursue education, resulting in higher dropout rates and poor academic

performance. These children may fail to recognize the value of education as

a means to improve their circumstances, ultimately diminishing their sense

of purpose and direction in their academic pursuits. Together, these findings

highlight the urgent need for interventions that address the psychological

and educational needs of children from violent family backgrounds to foster

their academic success and overall well-being.

The psychological consequences of emotional or mental abuse can

be both profound and enduring, manifesting as chronic stress, depression,

anxiety disorders, and even physical symptoms such as headaches,

gastrointestinal issues, and sleep disturbances. Gordon (2024) highlights

how the cumulative effect of sustained verbal abuse can devastate an

individual's mental and physical well-being for years, underscoring the

urgent need for recognition, intervention, and support for victims of this

often-overlooked form of abuse. The long-term repercussions of emotional

abuse are comparable to those of more overt forms of abuse, emphasizing

the severity and lasting impact of this less visible violence.

Gupta (2023) elaborates on the nature of mental abuse, defining it as

the intentional infliction of harm or distress through verbal or non-verbal

means aimed at controlling or manipulating the victim. Unlike physical

abuse, which is typically more apparent, mental abuse is often subtle,

making it harder to identify. However, its effects can be just as devastating,

resulting in deep emotional scars, mental health challenges, and enduring

psychological damage. Together, these insights call for increased awareness

and support for individuals suffering from mental abuse, highlighting the

need for comprehensive interventions to address the serious consequences

of emotional harm.

The texts collectively underscore the pervasive nature and significant

impact of both physical abuse and domestic violence on individuals,

particularly children. Mansuri (2024) defines physical abuse as the

intentional infliction of harm, manifesting in various forms such as hitting,

slapping, or choking. This type of abuse transcends demographic

boundaries, affecting individuals regardless of gender, age, race, ethnicity,

sexual orientation, or socioeconomic status, highlighting its widespread

prevalence.

In parallel, Michele Lloyd (2018) examines the profound effects of

domestic violence on young children and adolescents, emphasizing the

critical role of schools as supportive environments for these vulnerable

students. Schools, as institutions that maintain close and consistent contact

with children, are uniquely positioned to identify signs of abuse and provide

essential support. Teachers can play a pivotal role in facilitating access to

welfare services and support systems, thereby mitigating the adverse

effects of domestic violence on children's well-being and educational

outcomes.

Together, these insights highlight the urgent need for awareness and

intervention strategies addressing both physical abuse and domestic

violence. Schools can serve as crucial resources for identifying and

supporting affected children, creating safer and more nurturing

environments that promote both emotional and educational development.

 According to the studies by Doroudchi (2023) and Usman (2020)

highlight the pervasive and severe nature of domestic violence (DV) as a

global health issue that affects families across various demographics.

Doroudchi emphasizes that domestic violence encompasses multiple forms

of abuse—physical, sexual, and emotional—often manifesting as intimate

partner violence. Importantly, children are also significantly impacted,

facing long-lasting psychological consequences linked to repeated exposure

to DV, such as increased risks of depression, anxiety, and post-traumatic

stress disorder. This underscores the urgent need for further research into

the specific psychological effects of DV on children, an area that has not

received adequate attention.

Usman complements this perspective by noting that domestic

violence transcends national boundaries and affects individuals from

diverse socioeconomic, cultural, racial, and class backgrounds. While often

regarded as a household issue, its prevalence and severity are significant,

with profound implications for the health and academic success of students.

Despite its widespread nature, domestic violence remains a largely

overlooked and misunderstood problem, necessitating comprehensive

awareness and intervention efforts to address its far-reaching

consequences. Together, these insights highlight the critical need for a

multi-faceted approach to understanding and combating domestic violence,

particularly its impact on the most vulnerable populations, including

children.

The studies by Graham-Berman (2014) and Lagdon et al. (2014)

highlight the profound and multifaceted effects of domestic violence (DV)

on children and family dynamics. Graham-Berman's research reveals that

without therapeutic support, over half of school-aged children residing in

domestic violence shelters exhibit clinical levels of anxiety or post-

traumatic stress disorder (PTSD). This significantly increases their risk of

delinquency, school dropout, and difficulties in forming healthy

relationships. These children often display regressive behaviors, such as

clinginess, whining, and difficulties with eating, sleeping, and concentration.

While pre-adolescent children may be better equipped to articulate their

feelings compared to younger children, the trauma they endure can lead to

disruptive or defiant behavior in school, low self-esteem, social withdrawal,

and a diminished interest in learning.

Complementing this, Lagdon et al. (2014) emphasize that DV impacts

various family dynamics, particularly parent-child relationships and intimate

partnerships. This issue is characterized by both ongoing and isolated

incidents of physical assault, verbal abuse, threats, and coercion, resulting

in significant long-term physical and psychological harm to victims. The

violence can take many forms, including physical harm, intimidation,

emotional manipulation, and financial control, all of which contribute to a

deeply destructive environment. Together, these studies underscore the

urgent need for therapeutic interventions and support systems to address

the extensive consequences of domestic violence, particularly for children

who are among the most vulnerable victims.

The findings from Holt and Devaney (2015) and Taibat and Oni (2017)

illuminate the pervasive and critical nature of domestic violence (DV) and

its far-reaching impacts on individuals, families, and society. Holt and

Devaney assert that domestic abuse is not just an immediate threat to

victims; its consequences extend into broader societal realms, affecting

healthcare, law enforcement, education, and social services. Each year,

domestic violence results in numerous fatalities and leaves many survivors

grappling with both physical and psychological trauma. The overwhelming

demand on various support systems highlights the necessity for a

multifaceted response from criminal justice, healthcare providers, and social

welfare organizations to effectively address the issue and assist victims.

Complementing this perspective, Taibat and Oni emphasize the

significant effects of domestic violence on children's psychological

development. Exposure to DV can lead to a range of negative behaviors in

children, such as bullying, aggression, isolation, excessive fear, depression,

and anxiety. These harmful tendencies often arise from inadequate

guidance and support during crucial developmental phases. Furthermore,

the psychological repercussions may manifest as psychosomatic issues,

neurotic behavior, increased morbidity, and daydreaming, which can

impede a child's ability to concentrate and engage in the classroom,

ultimately hindering their academic progress and social interactions.

Together, these studies underscore the urgent need for comprehensive

interventions that address both the immediate and long-term effects of

domestic violence, particularly on vulnerable populations such as children.

The texts collectively highlight the detrimental impact of domestic

violence on children's academic performance and overall well-being.

McTavish et al. (2016) assert that academic performance is a crucial

indicator of a student’s progress within the educational system; however,

exposure to domestic violence severely disrupts a child's ability to

concentrate and engage in learning. Children who witness or experience

domestic abuse often exhibit signs of anxiety, behavioral issues, and

emotional distress, which become significant barriers to their academic

achievement. These challenges affect motivation, focus, and engagement in

school, leading to difficulties in meeting academic expectations and forming

healthy relationships with peers and teachers.

Building on this, López-Martínez et al. (2023) demonstrate that the

trauma from domestic violence has a profound effect on children's cognitive

development, leading to long-term academic challenges that may extend

into adulthood. The psychological and emotional distress resulting from

such exposure impairs their ability to concentrate, process information, and

engage in educational activities, ultimately resulting in poor academic

performance and limited educational opportunities. Addressing the

psychological and emotional needs of these children is essential to mitigate

the negative effects of domestic violence. Targeted support can help restore

focus, enhance academic performance, and improve overall well-being,

bolstering their chances of success in education and life.

Additionally, the World Health Organization (2021) defines family

violence as a broad term encompassing various harmful behaviors among

individuals in intimate relationships or living together. This violence can

manifest in forms such as sexual, emotional, psychological, and physical

abuse, affecting individuals across all ages, genders, and socioeconomic

backgrounds. The widespread nature of family violence highlights the

urgent need for comprehensive prevention, intervention, and support

strategies that cater to affected individuals, regardless of their demographic

characteristics. Together, these insights emphasize the critical importance

of addressing both the immediate and long-term effects of domestic

violence, particularly on children, to foster healthier family dynamics and

promote academic success.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter provides an overview of the research methods that will

be used, including the study's participants, data collection procedures, and

the steps taken to ensure the validity and reliability of the instruments. It

also outlined how the instruments used in data analysis and interpretation

were replicated and distributed.

Research Design

This is basically a correlational study with a descriptive survey type of

research. This study will deal with the relationship of family violence and

school performance in Inosloban-Marawoy Integrated National High School

under the Division of Lipa.

Singh (2023) defines research design as a structured plan guiding

the entire research process. It ensures a coherent and reliable study by

detailing the approach, methodologies, data collection, analysis, and

interpretation. A strong design begins with a clear research question,

dictates data collection methods (e.g., surveys, experiments), and specifies

data analysis techniques. This systematic approach maximizes validity,

reliability, minimizes bias, and allows for study replication.

Subject of the Study

This study is limited to Grade 11 and Grade 12 students of Inosloban-

Marawoy Integrated National High School who have experienced or are

currently experiencing family violence. The researchers will be using a

purposive sampling technique to select the participants from these specific

grade levels. The research focuses solely on the responses of these

students and does not extend to other grade levels. Additionally, the study

does not encompass assessments from other schools, institutions, or the

entire Division of Lipa.

Data Gathering Instrument

The data gathering instrument for this study will be a researcher-

made questionnaire, designed to collect relevant information from the

respondents. The questionnaire will be carefully crafted to ensure it aligns

with the research objectives and addresses the key variables being

investigated. Initially, a draft version of the questionnaire will be prepared

and submitted to the research advisor for review and feedback. Upon

receiving approval from the adviser cw, the final version of the

questionnaire will be distributed to the selected respondents, ensuring that

the questions are clear, unbiased, and appropriate for the target group. This

instrument will serve as the primary tool for gathering data essential for

answering research questions.

Data Gathering Plan

 The process will begin with the creation of a draft questionnaire that

will be submitted to the research advisor for review and feedback. Based on

the advisor's input, necessary revisions will be made to ensure that the

questions are clear, unbiased, and relevant to the study's goals. Once the

questionnaire has been refined and finalized, permission will be sought from

the relevant school authorities, and a formal request will be made to each

section and grade level to conduct the survey with the selected

respondents.

The final version of the questionnaire with the specific type of abuses

that the future respondents have been experiencing will be distributed to

the selected participants. The researchers will oversee the administration of

the questionnaires to ensure consistent understanding and completion of

the forms. The data gathered will then be compiled, analyzed, and

interpreted to address the research questions effectively. Throughout the

process, the researchers will maintain ethical standards, ensuring

confidentiality and anonymity of all respondents. This structured approach

to data gathering will ensure that the collected data is reliable and valid,

contributing to the overall success of the study.

Data Analysis Plan
 This study aims to identify the difference of family violence

experiences of the Senior High School Students of IMINHS when grouped

according to their demographic profiles along with how frequent they

experience violence in the family. To achieve these objectives, the

researchers will personally distribute a set of of pre-survey questionnaires

to the Grade 12 and Grade 11 sections from the strands STEM, ICT, ABM, HE

and HUMSS, gathering sufficient data for a comprehensive analysis.

Statement of the Problem No. 1: The main objective is to identify

the profile of the Senior High School students of IMINHS in terms of their

ages, sex, grade level, strand, socio-economic background, and number of

family members. The collected data will be analyzed using frequency and

percentage distribution to provide insights into the profile of the

participants.

Statement of the Problem No. 2: The focus of this is to evaluate

how often do the students experience family violence in terms of verbal

abuse, physical abuse, and financial abuse. By examining these key

dimensions, the researchers will gain a deeper evaluation about the

frequency of each abuse, the researchers will be using the mean or

standard deviation to analyze through the collected data.

Statement of the Problem No. 3: The primary goal of this is to

undertand the difference of how family violence affects the performances of

students in terms of their attendance, written works, performance tasks and

test scores. By this, the researchers will identify what type of abuse is

mostly experienced by the students of IMINHS, the data collected will be

analayzed through the ANOVA of FRIEDMAN TEST to identify the differences

of how four abuses affects the performances of the students.

Statement of the Problem No. 4: This study aims to determine if

there is a significant difference on the assesment of family violence to the

respondents when grouped according to their profile variables such as age,

sex, grade level, strand, socio-economic background and number of family

members. Using One-Way Analysis of Variance (ANOVA), the findings will

help identify the different effects of family abuse to the academic

performance.

Statement of the Problem No. 5: The main objective of this is to

propose a family guidance programs based on the findings of the study.

These programs will be designed to help lessen the violences that the

students experience.

Statistical Treatment of Data

The responses of the questionnaire gathered from the Grade 11 and

Grade 12 students at IMINHS were analyzed using descriptive statistical

methods. The tools utilized for data analysis in this research included mean,

standard deviation, frequency and cross tabulation method analysis.

Frequency Count. This method will be applied to summarize the data

collected from the survey questionnaires by presenting it as a frequency

distribution. This approach ensures that the analysis and interpretation of

data are systematic and organized.

Mean. Statistical tool that is calculated by dividing the sum of given

numbers by the total number of numbers.

Formula:

Standard Deviation. This statistical tool is descriptive statistic that

indicates how far each data point is from the mean.

Formula:

Likert Scale. To analyze and interpret survey responses, researchers

assign numerical values to each option on the scale. These values are used

to compute overall scores alowing researchers to quantify the data and

derive meaningful insights from the participants' answers.

One-Way Analysis of Variance (ANOVA), This will be used to show the

difference between the respondents of the researchers who experienced

family violence when

grouped according to profile. is It is used to see if there are any statistically

significant differences between three or more independent (unrelated)

groups' means.
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis, and interpretation of

findings obtained from the data collected.

I. Profile of the Respondents

The succeeding tables present the distribution of the respondents

according to the profile variables in terms of age, sex, grade level, strand,

socio-economic background, and no. of family members.

Table 1.1

Profile of the Respondents in terms of Age

Age Frequency Percentage Rank

 16-18 years old 93 86.11% 1

18 years old and 15 13. 89% 2

above

Total 108 100%

Table 1.1 shows that students under the ages 16-18 years old has the

highest frequency count (93) and the highest percentage (86.11%), when it

comes to age. Currently, the population of students that are 18 years old

and above has the frequency count of 15 and a percentage of 13.89%. As a

result, the majority of the respondents are 16-18 years old students, and

this group received the greatest amount of data.

A comprehensive study conducted by Crisostomo in 2018 employed a

randomized sampling methodology to select a substantial cohort of 3,866

children and youth participants, encompassing the age range of 13 to 24

years. This extensive sample was drawn from a geographically diverse

representation of 172 barangays distributed across 17 distinct regions of

the country, ensuring a broad and representative demographic profile. A

significant subset of this cohort, comprising 2,303 respondents, fell within

the younger age bracket of 13 to 18 years. This stratified representation

within the larger sample allowed for a detailed analysis of age-related

variations in the variables under investigation. The meticulous selection

process employed in this study significantly enhances the generalizability

and validity of its findings, contributing to a robust understanding of the

subject matter.
 Table 1.2

Profile of Respondents in terms of Sex

Sex Frequency Percentage Rank

Male 50 46.3% 2

Female 58 53.7% 1

Total 108 100%

Table 1.2 details the gender composition of the 108 survey

respondents. The sample comprises 58 female participants (53.7% of the

total) and 50 male participants (46.3% of the total). This demonstrates a

slight numerical and proportional overrepresentation of females within the

respondent pool.

A report by Leemis (2022) on intimate partner violence (IPV) in the

United States reveals stark gender disparities. Lifetime prevalence of

contact sexual violence, physical violence, and/or stalking by an intimate

partner was significantly higher among women (47.3%, or 59 million) than

men (44.2%, or 52.1 million). However, the difference is less pronounced

when considering the 12-month prevalence: 7.3% (9 million) of women and

6.8% (8 million) of men reported such victimization in the year prior to the

survey. The report also details IPV victimization by race/ethnicity,

perpetrator characteristics, age at first victimization, impacts of

victimization (injury, missed work/school), associations with health

conditions, and the prevalence of children witnessing IPV in their homes.

While the lifetime numbers show a higher raw number of women

experiencing IPV, the 12-month data suggests a closer, though still

significant, disparity.

Table 1.3

Respondents Profile in terms of Grade Level

Grade Level Frequency Percentage Rank

Grade 11 32 29.63% 2

Grade 12 76 70.37% 1

Total 108 100%

Table 1.3 presents a demographic profile of 108 respondents

categorized by grade level. The data reveals a significant disparity in the

representation of students from Grade 11 and Grade 12. Specifically, a

substantial 70.37% of the total respondent pool consisted of Grade 12

students, while the remaining 29.63% were identified as Grade 11 students.

This considerable difference in the frequency of respondents from each

grade level suggests a potential sampling bias or a naturally occurring

imbalance in the population from which the sample was drawn. Further

analysis might be needed to ascertain the implications of this distribution

on the overall findings and conclusions of the study. The numerical

frequencies of 76 Grade 12 students and 32 Grade 11 students underscore

the pronounced dominance of Grade 12 representation within the sample.

Table 1.4

Respondents Profile in terms of Strand

Strand Frequency Percentage Rank

HUMSS 81 75% 1

STEM 14 12.96% 2

ABM 8 7.41% 2

ICT 3 2.78% 4

H.E 2 1.85 5

Total 108 100%

Table 1.4 illustrates the distribution of 108 respondents across

various academic strands. A substantial majority (75%) of the respondents

were enrolled in the HUMSS (Humanities and Social Sciences) strand,

reflecting a frequency of 81 individuals. The STEM (Science, Technology,

Engineering, and Mathematics) strand comprised a considerably smaller

proportion of the respondent pool, accounting for 12.96% (14 respondents).

The ABM (Accountancy, Business, and Management) strand represented

7.41% (8 respondents), while the ICT (Information and Communications

Technology) and H.E. (Home Economics) strands each had minimal

representation, with only 2.78% (3 respondents) and 1.85% (2

respondents), respectively. This significant overrepresentation of HUMSS

students compared to other strands warrants consideration in interpreting

the study's findings, as it may introduce bias or limit the generalizability of

the results to a broader student population. The ranking of strands by

frequency further emphasizes the dominance of HUMSS within this

particular sample.

Table 1.5

Respondents Profile in terms of No. of Family Members

Number of Frequency Percentage Rank

Family
Members

1-3 9 17.59% 3

4-6 56 51.85% 1

7-9 28 25.93% 2

10 or more 5 4.63% 4

Total 108 100%

Table 1.5 details the distribution of 108 respondents based on the

number of family members in their household. The data reveals a non-

uniform distribution, with the most prevalent category being households

with 4-6 members, comprising 51.85% (56 respondents) of the total

sample. This represents a significant majority. Households with 7-9

members constitute the second largest group, at 25.93% (28 respondents).

Households with 1-3 members represent a smaller proportion (17.59%, 9

respondents), while those with 10 or more members comprise the smallest

group, at only 4.63% (5 respondents). The ranking clearly indicates that

families with 4-6 members are significantly overrepresented in this sample

compared to other family sizes. This distribution should be considered

when interpreting the study's findings, as it may influence the

generalizability of the results to broader population demographics.

Table 1.6

Respondents Profile in terms of Socio-economic Background

Socio-economic Frequency Percentage Rank

Background

Low (e.g, 13 12.04% 3

difficulty meeting
basic needs)

Low (e.g, meets 23 21.3% 2

basic needs but
struggles with
extras))

Middle (e.g., 57 52.78% 1

comfortably
meets basic and
some extra
needs)

Upper-Middle 12 11.11% 4
(e.g.,
comfortably
meets most
needs with some
savings)

High (e.g 3 2.78% 5

 significant
savings and
investments)

Total 108 100%

Table 1.6 presents the socio-economic background of 108

respondents, categorized into five levels. The largest group (52.78%, or 57

respondents) falls into the "Middle" category, characterized by the

comfortable meeting of basic needs and some additional resources. This

represents a clear majority. The "Low (meets basic needs but struggles with

extras)" category comprises 21.3% (23 respondents), indicating a

substantial portion experiencing some financial strain. The "Low (difficulty

meeting basic needs)" category represents 12.04% (13 respondents),

highlighting a smaller group facing significant economic hardship. The

remaining respondents are distributed across "Upper-Middle" (11.11%, 12

respondents) and "High (significant savings and investments)" (2.78%, 3

respondents) categories, representing smaller segments of the sample with

higher levels of economic security. The distribution shows a concentration

in the middle socio-economic range, with fewer respondents at the lower

and higher extremes. This distribution should be taken into account when

interpreting the study's findings.

Socioeconomic status (SES) is a multifaceted concept encompassing

a range of factors that contribute to an individual's or family's overall social

and economic standing. These factors typically include, but are not limited

to, educational attainment (level of schooling completed, type of institution

attended), income (both household and individual earnings, sources of

income, and overall financial stability), and occupational prestige (the social

standing associated with one's profession, reflecting factors like skill level,
autonomy, and earning potential). Beyond these core components, a

comprehensive understanding of SES often incorporates additional

demographic and social characteristics. These may include age, gender,

marital status (including length of marriage and type of marriage, such as

first marriage, remarriage, or cohabitation), social class (a broader

categorization based on wealth, power, and social influence), ethnicity or

tribal affiliation (cultural background and group membership), reproductive

status (whether or not individuals have children, and the number of

children), and fertility (the biological capacity to reproduce and the actual

number of offspring). The interplay of these various factors creates a

complex picture of an individual's or family's position within the broader

social hierarchy.

The significance of SES in understanding various social phenomena is

undeniable. In the context of marital relationships, SES plays a crucial role

in shaping both marital satisfaction and the likelihood of experiencing

domestic violence. Individuals and couples from different SES backgrounds

may face unique challenges and opportunities within their marriages. For

instance, financial strain, often associated with lower SES, can place

significant stress on a relationship, potentially leading to conflict and

dissatisfaction. Conversely, higher SES may offer greater resources and

stability, potentially contributing to higher levels of marital satisfaction.

However, it is important to note that SES is not a deterministic factor; other

individual, relational, and societal factors also contribute to marital

dynamics.

The impact of SES is particularly pronounced during periods of

economic recession, such as the one experienced in Nigeria. Economic

hardship can exacerbate existing inequalities and place additional strain on

already vulnerable families. The increased competition for scarce

resources, job insecurity, and reduced access to essential services can

create an environment conducive to conflict and violence within

households. Understanding the complex interplay between SES, economic

conditions, and marital outcomes is crucial for developing effective

interventions aimed at promoting healthy relationships and reducing

domestic violence. Therefore, considering SES as a crucial variable in

research on marital satisfaction and domestic violence is not merely

important, but essential for a nuanced and comprehensive understanding of

these complex social issues. The study by Oguntayo (2015) highlights the

critical need to incorporate these diverse SES factors when investigating

these sensitive areas within the specific socio-economic context of Nigeria.

II. Frequency of Family Violence being experienced

The following table presents the frequency distribution of self-

reported family violence experienced by the respondents, categorized by

type of abuse: verbal abuse, physical abuse, and financial abuse. This data

provides a quantitative overview of the prevalence of each type of abuse

within the study population, offering insights into the relative frequency and

distribution of these forms of maltreatment. The analysis of these

frequencies will contribute to a broader understanding of the nature and

extent of family violence within the studied group.

Table 2.1

Frequency of Verbal Abuse

Frequency Count Percentage Rank

 Rarely (1-2 times 22 20.37% 2
a month)

Never 52 48.15% 1

Sometimes (1-2 21 19.44% 3

times a week)

Often (3 or more 6 5.56% 5

times a week)

Always 7 6.48% 4

Total 108 100%

Table 2.1 shows that the majority of respondents (48.15%) never

experienced verbal abuse. A significant portion (20.37%) experienced it

rarely (1-2 times a month). Relatively fewer respondents experienced it

sometimes (19.44%), often (5.56%), or always (6.48%). The ranks reflect

the order of frequency, with "Never" being the most frequent (rank 1) and

"Often (3 or more times a week)" being the least frequent (rank 5).

Cinelli's 2023 research revealed a startling prevalence of verbal

abuse among children, with a significant 41% reporting experiencing this

form of abuse from their caregivers. This figure underscores the

widespread nature of the problem, highlighting the vulnerability of children

within their supposed safe havens. The study further delineated the

frequency of this abuse, with a concerning 51% of affected children

subjected to insults and disparaging remarks on a weekly basis. This

consistent exposure to negativity suggests a deeply ingrained pattern of

harmful behavior within these caregiving relationships. More alarmingly,

10% of the children endured this daily barrage of verbal abuse, indicating a
severe and potentially traumatizing level of exposure. The emotional impact

of this abuse is equally profound, with two-thirds of the children reporting

feelings of sadness and low self-esteem as a direct consequence. This

finding emphasizes the detrimental effects of verbal abuse on a child's

emotional well-being and underscores the urgent need for interventions to

protect children and promote healthier caregiving environments. The high

percentage of children experiencing weekly or daily verbal abuse highlights

the need for increased awareness, prevention efforts, and support systems

for both children and caregivers.

Table 2.2

Frequency of Physical Abuse

Frequency Count Percentage Rank

Rarely (1-2 times 11 10.19% 2

a month)

Never 87 80.56% 1

Sometimes (1-2 9 8.33% 3

times a week)

Often (3 or more 1 0.93% 4

times a week)

Always 0 0% 5

Total 108 100%

 Table 2.2 presents data on the frequency of physical abuse

experienced by 108 respondents. The overwhelming majority (80.56%)

reported never experiencing physical abuse. A small percentage (10.19%)

reported experiencing it rarely (1-2 times a month). A further 8.33%

reported experiencing it sometimes (1-2 times a week), and only 0.93%

reported experiencing it often (3 or more times a week). Notably, none of

the respondents reported experiencing physical abuse always. The ranks

reflect the frequency, with "Never" having the highest frequency (rank 1)

and "Often (3 or more times a week)" having the lowest (rank 4). The data

suggests that physical abuse is significantly less prevalent than other forms

of abuse among this population.

Brown's 2023 study highlights the significant prevalence of child

abuse and neglect, revealing that approximately 25% of children experience

such maltreatment at some point in their lives. A detailed breakdown of the

types of maltreatment experienced within this population reveals a complex

picture. Neglect emerges as the most common form of abuse, affecting a

substantial 78% of maltreated children. This finding underscores the critical

role that inadequate care and supervision play in childhood adversity.

Physical abuse, while less prevalent than neglect, still affects a considerable

18% of maltreated children, indicating a significant level of physical harm

inflicted upon this vulnerable population. Sexual abuse, although affecting

a smaller proportion (9%) of maltreated children, represents a particularly

severe and damaging form of abuse with long-lasting consequences. The

study's findings collectively emphasize the multifaceted nature of child

maltreatment and the need for comprehensive strategies to address the

diverse forms of abuse and neglect that children face. The substantial

proportion of children affected highlights the urgent need for preventative

measures, improved detection mechanisms, and effective intervention

programs to protect children and promote their well-being.

Table 2.3

Frequency of Financial Abuse

Frequency of Count Percentage Rank

Financial
Abuse

Rarely (1-2 times 10 9.26% 3

a month)

Never 78 72.22% 1

Sometimes (1-2 17 15.74% 2

times a week)

Often (3 or more 0 0% 5
times a week)

Always 3 2.78 4

Total 108 100%

Table 2.3 details the frequency of self-reported financial abuse among

a group of 108 individuals. The data reveals that the vast majority (72.22%)

reported never experiencing financial abuse. A smaller segment (15.74%)

indicated experiencing such abuse sometimes (1-2 times per week), while a

further 9.26% reported experiencing it rarely (1-2 times per month). A very

small number (2.78%) reported experiencing financial abuse always, and

none reported experiencing it often (3 or more times a week). The ranking

reflects the frequency, with "Never" having the highest frequency (rank 1)

and "Often (3 or more times a week)" having the lowest (rank 5). The
overall pattern suggests that financial abuse is relatively infrequent within

this particular sample population.

III. Effects of Family Violence on Student’s Academic

Performance

This section will delve into the multifaceted impact of family violence

on the academic performance of students at IMINHS, focusing on four key

areas: attendance, written tasks, performance tasks, and test scores.

Family violence, a pervasive issue with significant consequences for child

development, has been consistently linked to negative academic outcomes.

This analysis seeks to understand how family violence manifests in these

specific academic domains, ultimately contributing to a comprehensive

understanding of the challenges faced by students at IMINHS who may be

experiencing this form of trauma. By examining the intricate relationship

between family violence and academic performance, this section aims to

provide valuable insights for developing targeted interventions and support

systems that can effectively address the unique needs of these students

and foster a more conducive learning environment.

Table 3.1

Effect of Family Violence on the Attendance of the students

Attendance Weighted Rank Interpretation

Mean

I have missed 2.13 2 Disagree

school due to
stress or anxiety
caused by verbal
abuse at home.

Lack of financial 2.28 1 Agree

support at home
 (e.g., for
transportation,
school materials,
or meals) has led
to my absences

I have missed 2.11 3 Disagree

school due to
physical injuries
at home.

Composite 2.173 Agree

Mean

The composite mean of 2.173 suggests an overall moderate level of

agreement that family issues contributed to school absences. The table

shows the weighted mean scores and ranks related to student absences

from school due to three different factors: verbal abuse, lack of financial

support, and physical injuries. All three factors received a weighted mean

score above 2.1, suggesting a moderate level of agreement among

respondents that these factors contributed to missed school days. Lack of

financial support received the highest mean score (2.28) and the lowest

rank (1), indicating that respondents most strongly agreed that this factor

was a cause for absences. Absences due to verbal abuse and physical

injuries received similar mean scores (2.13 and 2.11 respectively) and were

ranked equally (rank 3).

Wynes (2014) posits a direct correlation between a student's financial

circumstances and their academic commitment, ultimately influencing their

overall academic performance. This assertion is particularly relevant in the

current global economic climate, characterized by inflationary pressures

and escalating trade conflicts. These macroeconomic factors have

precipitated a recessionary environment in numerous countries,

exacerbating the financial challenges faced by a significant portion of the

student population. The confluence of individual financial constraints and

broader economic instability creates a complex and potentially debilitating

obstacle to academic success for many students. Consequently,

understanding the interplay between personal finance, macroeconomic

trends, and academic outcomes is crucial for developing effective support

systems and interventions aimed at mitigating the negative impacts of

financial hardship on student achievement

Table 3.2

Effect of Family Violence on the Written Task of the students

Written Task Weighted Rank Interpretation

Mean

Verbal abuse at 2.34 2 Disagree

home affects my
ability to
concentrate
when completing
written
assignments.

Physical injuries 2.13 3 Disagree

or pain caused
by abuse at
home hinder my
ability to write or
focus on written
assignments.

The lack of 2.36 1 Disagree

necessary
materials (e.g.,
paper, pends, or
access to
technology) due
to financial
constrant at
home affects my
ability to
complete written
works.
 Composite 2.276 Disagree
Mean

Table 3.2 has illustrated that the respondent has experienced some

challenges that have affected their ability to complete written assignments.

The table indicates that verbal abuse at home, physical injuries or pain

caused by abuse, and a lack of necessary materials or access to technology

due to financial constraints have all had a negative impact, with weighted

mean scores ranging from 2.13 to 2.36.

However, the respondent has indicated that they "Disagree" with the

interpretation of these factors hindering their ability to complete written

works. This suggests that despite these difficulties, the respondent has

been able to overcome them and maintain their focus and productivity

when it comes to written assignments. The composite mean score of 2.276

further reinforces this interpretation, as the respondent has expressed

disagreement with the overall assessment of these factors impacting their

written work. This implies that the respondent has developed strategies or

found ways to mitigate the effects of these challenges and continue to

perform well academically.

Overall, the table presents a nuanced picture of the respondent's

experiences, highlighting the obstacles they have faced, but also their

resilience and determination to succeed in their written assignments

despite these adversities.

Omozusi's 2021 study comprehensively examines the detrimental

effects of domestic violence on children's development. The study

emphasizes the diverse forms domestic violence can take, extending

beyond physical harm to encompass sexual abuse, emotional manipulation,

verbal aggression, and financial control. Furthermore, it highlights the

isolating nature of domestic violence, often involving the restriction of

family members' contact with the outside world. Children who witness or

experience these forms of abuse are raised in environments characterized

by instability, heightened tension, pervasive anxiety, and a constant sense

of fear. This starkly contrasts with the emotionally and physically safe,

secure, nurturing, and predictable environments crucial for healthy child

development. Instead of experiencing the stability and support needed to

thrive, these children are burdened with anxieties about their future,

constantly anticipating potential threats and violence. The study concludes

that exposure to any form of domestic violence has a significant and

demonstrably negative impact on children's development across multiple

domains. Specifically, it affects their emotional well-being, their ability to

form healthy social relationships, their cognitive abilities, and, critically,

their capacity to learn effectively in educational settings. The pervasive

nature of these negative impacts underscores the urgent need for

interventions and support systems to protect children from the harmful

effects of domestic violence

Table 3.3

Effect of Family Violence on the Performance Task of the students

Performance Weighted Rank Interpretation

Task Mean

Frequent verbal 2.31 1 Disagree

abuse at he
negatively
affects my ability
to concentrate
on performance
tasks in school.

Physical violence 2.17 3 Disagree

at home leads to
physical pain
that hampers my
ability to do
 performance
tasks.

Financial 2.28 2 Disagree

instability due to
family violence
often distracts
me from focusing
on performance
tasks, as I worry
about my
family’s well-
being.

Composite 2.253 Disagree

Mean

The data presented in Table 3.3 evaluates the impact of family-

related stressors on students’ ability to focus on performance tasks in

school. The results indicate that frequent verbal abuse at home has the

highest weighted mean of 2.31, suggesting that it is perceived as the most

disruptive factor, although the overall interpretation remains as “Disagree.”

Financial instability due to family violence ranks second, with a weighted

mean of 2.28, highlighting concerns about students’ distractions related to

their family’s well-being. Lastly, physical violence at home, which causes

physical pain and affects performance tasks, ranks third with a weighted

mean of 2.17. The composite mean of 2.253 confirms an overall

interpretation of “Disagree,” indicating that, on average, students do not

strongly perceive these factors as significantly hindering their academic

performance.

Adamu's 2019 study delves into the significant and often overlooked

cognitive consequences of domestic violence on children and adolescents

attending school. The research establishes a clear link between exposure

to domestic abuse and a range of negative impacts on cognitive

development and academic performance. Specifically, the study identifies

learning disabilities as a prominent outcome, suggesting that the stressful

and unstable environments created by domestic violence can impair a

child's ability to acquire and process information effectively. This disruption

in cognitive development manifests in the classroom through decreased

engagement and a lower rate of academic success. Children exposed to

domestic violence may struggle to focus, participate actively in lessons, and

retain information, ultimately leading to poorer grades and reduced overall

academic achievement. The implications of these findings extend far

beyond the individual child, impacting the broader social fabric. Adamu's

work underscores the substantial burden domestic violence places on

various sectors of the social system. The study implicitly argues that a

society grappling with widespread domestic violence is a society hampered

in its ability to cultivate its human potential and achieve national growth.

The quiet and often unseen nature of these effects makes them no less

dramatic or significant. The pervasive influence of domestic violence subtly

undermines educational progress, limits economic opportunities, and

hinders the overall development of a nation's human capital. The long-term

consequences for individuals and society as a whole are profound,

emphasizing the crucial need for comprehensive interventions and

preventative measures to address domestic violence and create safer, more

supportive environments for children's learning and development. The

study's findings serve as a powerful call to action, highlighting the urgent

need for societal changes to protect children and ensure their access to a

quality education free from the debilitating effects of domestic violence

Table 3.4

Effects of Family Violence on the Test Scores of the students

Test Scores Weighted Rank Interpretation

Mean
 Experiencing 2.34 2 Disagree
verbal abuse at
home has led to
a decline in my
concentration
and performance
during tests.

Being physically 2.19 3 Disagree

abused at home
impacts my
energy levels,
which in turn
affects my
performance on
tests.

Financial 2.42 1 Disagree

struggles within
my family cause
stress that
distracts me
during the test
preparation and
negatively
affects my test
scores.

Composite 2.316 Disagree

Mean

Table 3.4 presents a weighted mean analysis of three factors—verbal

abuse, physical abuse, and financial struggles—on test performance,

revealing a strong negative correlation across all three. Verbal abuse

(weighted mean 2.34, rank 2) and physical abuse (weighted mean 2.19,

rank 3) both negatively impacted test scores, with verbal abuse showing a

more significant effect. Financial struggles exhibited the strongest negative

correlation (weighted mean 2.42, rank 1), significantly affecting test

preparation and performance. The consistent "Disagree" interpretation

across all factors, including the composite mean of 2.316, indicates a

surprising discrepancy between the observed results and pre-existing

expectations or hypotheses about the magnitude of these negative impacts.

This unexpected finding necessitates further investigation to reconcile the

observed data with prior assumptions and to fully understand the complex

interplay between domestic challenges and academic performance. The

unexpected strength of the negative correlations suggests a need for a

reassessment of the initial understanding of the relationship between these

factors and academic outcomes.

A study by economists Carrell and Hoekstra (published in Education

Next, 2025) reveals the far-reaching negative consequences of children's

exposure to domestic violence. The research demonstrates that these

children not only exhibit significantly more disciplinary issues at school but

also demonstrate considerably lower academic performance in both math

and reading compared to their peers who haven't experienced domestic

violence. The study's findings extend beyond the individual child,

highlighting a negative spillover effect onto their classmates. Children

exposed to domestic violence negatively influence their classroom

environment, leading to decreased test scores and increased disciplinary

problems among their peers. These findings underscore the pervasive and

detrimental impact of domestic violence, extending beyond the immediate

victim to affect the entire school community and highlighting the need for

comprehensive support systems to address this issue.

IV. ANOVA Test Analysis

Table 4.1

Analysis of Variance in terms of their Demographic Profile

Variable p-Value Decision Verbal

Interpretation

Age 0.000 Reject Null Significant

 Hypothesis

Sex 0.192 Accept Null Not Significant

Hypothesis

Grade Level 0.000 Reject Null Significant

Hypothesis

Strand 0.000 Reject Null Significant

Hypothesis

Socio-economic 0.000 Reject Null Significant

background Hypothesis

Number of 0.000 Reject Null Significant

Family Members Hypothesis

The analysis of variance (ANOVA) conducted on the demographic

profiles revealed significant variations across several key variables.

Specifically, statistically significant differences were observed between the

groups in terms of age, indicating that the age distribution is not uniform

across the groups being compared. Similarly, the ANOVA highlighted

significant differences in grade level, suggesting that the groups are not

evenly composed across different grade levels. Furthermore, a significant

disparity was found in the distribution of academic strands, implying that

the groups differ in their representation of various academic specializations

or tracks. The socioeconomic backgrounds of the participants also

exhibited significant differences between the groups, suggesting a non-

uniform distribution of socioeconomic status. Finally, a significant

difference was found in the number of family members represented within

each group. In contrast to these significant findings, the ANOVA indicated no

statistically significant difference in the distribution of sex across the

groups. These results suggest that factors such as age, grade level,
academic strand, socioeconomic status, and family size may play a

significant role in shaping the characteristics and potentially the

performance or experiences of the groups under study with having the (p <

0.07 and p = 0.00 for some factors) Further research could explore the

nature and extent of these relationships to gain a deeper understanding of

their implications.

V. Proposed Project

Proposed Project

Project Title : FCFP

F- amily

C- omes

F- irst

P- rogram

Project Rationale:

The Family Comes First Program (FCFP) is grounded in the critical

need to address the pervasive issue of family violence and its devastating

impact on individuals, families, and communities. The long-term societal

costs associated with family violence are substantial, encompassing

healthcare expenditures, lost productivity, and the perpetuation of a cycle

of violence across generations. The FCFP directly addresses this urgent

need by providing a comprehensive suite of services designed to strengthen

family relationships, promote positive communication, and equip families

with the skills and resources necessary to navigate conflict constructively.

The program's multi-faceted approach—encompassing family counseling,

family day programs, and student-parent seminars—is strategically

designed to reach families at various stages and with diverse needs. By

fostering a supportive and empowering environment, the FCFP aims to

interrupt the cycle of violence, create safer homes, and cultivate thriving

families.

The program's rationale is further strengthened by the demonstrated

effectiveness of similar interventions. Studies have shown that family-

based programs focusing on communication skills training, conflict

resolution strategies, and parenting education can significantly reduce the

incidence of family violence and improve family well-being. The FCFP builds

upon this established evidence base, adapting and refining best practices to

meet the specific needs of the target community. The project's success will

not only benefit individual families but will also contribute to the broader

goal of creating a safer and more supportive community for all. By

investing in the FCFP, we are investing in the future well-being of our

community and creating a lasting legacy of stronger, healthier families.

Project Objectives

The Family Comes First Program (FCFP) has the following

objectives:

• Reduce the incidence of family violence: To demonstrably decrease the

number of reported incidents of family violence within the target

community over a defined period (e.g., a two-year period). This will be

measured through a comparison of pre- and post-program data obtained

from local law enforcement, social services, and self-reported incidents.

• Enhance family communication and conflict resolution skills: To improve

the ability of participating families to communicate effectively and resolve

conflicts peacefully. This will be assessed through pre- and post-program

questionnaires, observations during program activities, and feedback from

facilitators.

• Improve family well-being: To enhance the overall emotional,

psychological, and social well-being of participating families. This will be

measured through standardized well-being scales administered before and

after program participation, as well as qualitative data gathered through

interviews and focus groups.

• Increase community awareness of family violence and available

resources: To raise public awareness of the prevalence and impact of family

violence, and to disseminate information about available support services

within the community. This will be evaluated through surveys, social media

engagement, and media coverage.

• Strengthen family bonds and create positive family experiences: To foster

stronger family relationships and create opportunities for positive family

interactions through the Family Day Program. This will be assessed through

participant feedback and observations during program activities.

• Empower parents with effective parenting skills: To equip parents with the

knowledge and skills to create a nurturing and supportive environment for

their children. This will be measured through pre- and post-program

assessments of parenting skills and knowledge.

• Build collaborative partnerships with community organizations: To

establish and maintain strong working relationships with local organizations

that serve families, such as schools, community centers, and social service
agencies. This will be tracked through the number and nature of

established partnerships.

These objectives are interconnected and contribute to the overall goal of

creating a safer and more supportive community for families. The success

of the FCFP will be measured by the achievement of these objectives, using

both quantitative and qualitative data.

Plan of Action

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 Chapter V

Summary, Findings, Conclusions and Recommendations

This chapter presents the summary of findings of the study, the

findings that answers the specific problems, conclusions derived from the

results of the study and the recommendations of the study.

Summary

This study is a descriptive survey type of research and its purpose is

to identify the difference of the impact of family violence to the senior high

students of IMINHS when they are grouped according to their demographic

profiles. The data sampling method user is a purposive sampling because

the variables are students who are experiencing family violence or has

experinced family violence, the respondents of this study contains 50 male

respondents and 58 female respondents from both grades 11 and 12 of

Inosloban-Marawoy Integrated National High School.

Statement of the Problem

1. What is the profile of the respondents in terms of:

1.1. age;

1.2. sex;

1.3. grade level;

1.4. strand;

1.5. socio-economic background

1.6. number of family members?

 2. How often do the respondents experience violence in terms of:

2.1 verbal abuse?

2.2 physical abuse

2.3 financial abuse

3. How does family violence affect student’s performance in terms of:

3.1 attendance?

3.2 written works?

3.3 performance task?

3.4 test score?

4. Is there a significant difference on the assessment on the experience of

the respondents when grouped according to their profile?

5. Based on the findings of the study, what Family Guidance Programs can

be developed for the concerned parents, guardians and other family

members to lessen the family violence being experienced by the students?

Findings

1. On the profiles of the respondents

The study sample primarily comprised senior high school students,

with a majority (86.11%) aged 16-18 years old. There was a slight

overrepresentation of female participants (53.7%) compared to males

(46.3%). The majority of respondents (70.37%) were from Grade 12,

indicating a focus on the senior year. The HUMSS strand was the most

prevalent among participants (75%), followed by STEM (12.96%), ABM

(7.41%), ICT (2.78%), and HE (1.85%). The most common family size

among respondents was 4-6 members (51.85%), followed by 7-9 members

(25.93%), 1-3 members (17.59%), and 10 or more members (4.63%). The

majority of respondents (52.78%) were categorized as middle-class, with a

considerable portion (21.3%) classified as "low" (meeting basic needs but

struggling with extras), while a smaller group (12.04%) faced significant

economic hardship.

2. On the frequency of Family Violence

The study found that verbal abuse was the most prevalent form of

family violence reported by students, with nearly half (48.15%) never

experiencing it, but a significant portion (20.37%) experiencing it rarely (1-2

times a month). A notable number (19.44%) experienced it sometimes (1-2

times a week), while a smaller proportion experienced it often (5.56%) or

always (6.48%). Physical abuse was significantly less frequent, with the vast

majority (80.56%) reporting never experiencing it. A small percentage

experienced it rarely (10.19%), sometimes (8.33%), or often (0.93%).

Financial abuse fell somewhere in between, with a majority (72.22%)

reporting no experience, but a significant portion experiencing it sometimes

(15.74%). A smaller percentage reported experiencing it rarely (9.26%) or

always (2.78%).

3. Impact of Family Violence on the Academic Performance of the

students

The study revealed a moderate level of agreement among students

that family issues contribute to school absences, with a composite mean

score of 2.173. This was particularly pronounced regarding lack of financial

support, which received the highest mean score of 2.28, while absences

due to verbal abuse and physical injuries received similar mean scores of

2.13 and 2.11 respectively. However, while a composite mean score of

2.276 suggested a moderate level of agreement that family violence

negatively affects written tasks, students themselves reported

"disagreeing" with this interpretation. Similarly, a composite mean score of

2.253 indicated a moderate level of agreement that family violence

negatively affects performance tasks, yet students disagreed with this

assessment. Regarding test scores, there was a moderate level of

agreement that family violence negatively impacts them, with a composite

mean score of 2.316. Financial struggles exhibited the strongest negative

correlation, with a weighted mean of 2.42, followed by verbal abuse

(weighted mean 2.34) and physical abuse (weighted mean 2.19). This

suggests that financial instability may have a more pronounced impact on

academic performance than other forms of family violence.

4. Difference of the Respondents in terms of their Demographic

Profile

This study employed an analysis of variance (ANOVA) tinvestigate

potential demographic disparities among respondent groups. The ANOVA

results revealed highly significant differences (p = 0.000) in several key

demographic variables. Specifically, statistically significant variations were

observed in the age distribution across the groups, indicating that the

groups were not evenly composed across different age ranges. Similar

significant differences were found in the distribution of grade levels

represented within the groups, suggesting a non-uniform distribution of

respondents across various grade levels. Furthermore, the ANOVA

highlighted significant differences in the academic strands represented

within the groups, implying a non-random distribution of academic

specializations or tracks across the groups. A significant disparity was also

observed in the socioeconomic backgrounds of the respondents, indicating

a non-uniform distribution of socioeconomic status across the groups under

study. Finally, the number of family members represented within each

group also showed a statistically significant difference (p = 0.000). In

contrast to these significant findings, the ANOVA indicated no statistically

significant difference (p = 0.192) in the distribution of sex across the

groups. The presence of these significant differences in age, grade level,

academic strand, socioeconomic status, and family size strongly suggests

that these demographic factors may play a substantial role in shaping the

composition, characteristics, and potentially the experiences or outcomes of

the groups under investigation. Further research is warranted to explore

the nature and extent of these relationships and to fully understand their

implications for the interpretation of the study's findings.

5. Proposed program entitle Family Comes First Program to help

lessen the family violence that the students are experiencing.

Conclusions

1. The study's findings highlight the prevalence of family violence

among senior high school students at IMINHS, emphasizing the need
for comprehensive support systems.

2. While students may not perceive a direct link between family

violence and their performance in assignments and tasks, the study
revealed a strong negative correlation with test scores. This indicates
that the emotional and psychological toll of family violence can
significantly affect a student's ability to concentrate and perform
academically, particularly when under pressure.

3. The study's findings suggest a need for further research to explore

the complexities of family violence, its impact on academic
performance, and the mediating factors that might contribute to
resilience and academic success despite challenging home
environments. More detailed investigation into the individual
experiences of students, including the specific types of family
violence they face, the frequency and severity of the abuse, and their
coping mechanisms, will provide crucial insights for developing
targeted interventions and support services.

Recommendations

Given the findings and conclusions, the following recommendations are

presented.

1. Implement Comprehensive Support Systems for Students

Experiencing Family Violence: IMINHS should establish a dedicated
support system for students who experience family violence,
including counseling services, social support groups, and educational
 programs designed to address the specific needs of students in these
situations.

2. Raise Awareness Among Faculty and Staff About Family Violence:

Training programs for teachers and staff are essential to help them
recognize the signs of family violence and provide appropriate
support to students.

3. Provide Resources for Families Experiencing Conflict: IMINHS should

collaborate with community organizations to offer workshops and
parenting programs that focus on healthy communication, conflict
resolution, and positive family relationships.

4. Conduct Further Research to Understand the Complex Relationship

Between Family Violence and Student Academic Performance:
Conduct in-depth research to explore the specific challenges faced by
students, identify factors that contribute to their resilience, and
develop effective interventions that address the root causes of
academic underachievement.

5. Collaborate with Community Organizations to Create a Network of

Support: Partner with local agencies, such as domestic violence
shelters, social services, and mental health organizations, to provide
comprehensive support to students and families in need.

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