Safe Space: Consultation and Student Concern Management System for St. Clare College of Caloocan

The study entitled “Safe Space: Consultation and Student Concern Management System for St. Clare College of Caloocan” was developed to provide students with a secure, accessible, and confidential platform where they can express personal, academic, and school-related concerns without fear of judgment. The study aimed to address the challenges faced by the institution in managing student concerns through traditional and unstructured processes, which often result in delayed responses, poor communication, and lack of proper monitoring.
The researchers designed and developed a web-based system that allows students to submit concerns, request consultations, and monitor the status of their concerns in real time. The system also enables administrators and consultants to manage cases efficiently through organized records, notifications, reporting tools, and monitoring features. The proposed system promotes confidentiality, accessibility, accountability, and improved communication between students and school personnel.
This study used the descriptive and developmental research design with the Agile Software Development Life Cycle (SDLC) as the development approach. Data were gathered through surveys, interviews, and questionnaires conducted among students and school personnel of St. Clare College of Caloocan. The collected data were analyzed to determine the effectiveness and acceptability of the proposed system.
The findings of the study revealed that the Safe Space system improved the efficiency of concern management, enhanced communication between students and administrators, and encouraged students to seek guidance and support more comfortably. The system also provided a more organized process for monitoring and responding to student concerns. Therefore, the researchers concluded that the proposed system is an effective tool in promoting student well-being and strengthening support services within the institution.

Student Concern Management, Mental Health Support

1. Healey, M., Flint, A., & Harrington, K. (2024). Safe, brave and facilitated spaces: Student-staff partnerships in higher education https://www.tandfonline.com/doi/full/10.1080/02643944.2024.2322534#abstract [Google Scholar] [Crossref]

2. Flensner, K. K., & von der Lippe, M. (2019). Being safe from what and safe for whom? A critical discussion of the conceptual metaphor of ‘safe space’. https://www.tandfonline.com/doi/full/10.1080/14675986.2019.154010 [Google Scholar] [Crossref]

3. Yuliani, R., & Sari, D. P. (2023). The management of guidance and counseling as a scientific approach to enhancing students’ mental health: A case study in West Kalimantan, Indonesia.http://jurnalalkhairat.org/ojs/index.php/jkpi/article/view/130 [Google Scholar] [Crossref]

4. Makwakwa, L., Jonker, C., & Daniels, W. M. (2024). Predictors of mental health help-seeking among university students in South Africa. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0321074 [Google Scholar] [Crossref]

5. Akdemir, A. (2023). School guidance & counseling in the 21st century: A focused review. ISPEC International Journal of Social Sciences & Humanities https://ispecjournal.org/index.php/ispecijssh/article/view/366 [Google Scholar] [Crossref]

6. Beach, D., Black, P., & Allen-Collinson, J. (2023). Troubling the idea of the ‘safe space’ in higher education: Exploring staff perspectives on teaching difficult topics.https://www.tandfonline.com/doi/full/10.1080/13562517.2023.2201675?src= [Google Scholar] [Crossref]

7. Corey, G., Corey, M. S., & Corey, C. (2021). Group counseling: Strategies and skills. [Google Scholar] [Crossref]

8. https://www.taylorfrancis.com/books/mono/10.4324/9781003394075/group-counseling-robert-berg-garry-landreth-kevin-fall [Google Scholar] [Crossref]

9. Šouláková, B., Kasal, A., Butzer, B., & Winkler, P. (2019). Meta-review on the effectiveness of classroom-based psychological interventions aimed at improving student mental health and well-being and preventing mental illness. https://kclpure.kcl.ac.uk/portal/en/publications/meta-review-onthe-effectiveness-of-classroom-based-psychological/? [Google Scholar] [Crossref]

10. Amado Rodríguez, I. D., Casañas, R., Mas Expósito, L., Castellví, P., Roldán Merino, J. F., Casas, I., Lalucat Jo, L., & Fernández San Martín, M. I. (2022). Effectiveness of mental health literacy programs in primary and secondary schools. https://www.mdpi.com/2227-9067/9/4/480 [Google Scholar] [Crossref]

11. Nazari, A., Garmaroudi, G., & Rabiei, M. (2024). A systematic review: Increasing mental health literacy in students through “The Guide”. https://link.springer.com/article/10.1007/s44202-024-00219-1? [Google Scholar] [Crossref]

• What the Desert Fathers Teach Data Scientists: Ancient Ascetic Principles for Ethical Machine-Learning Practice
• Comparative Analysis of Some Machine Learning Algorithms for the Classification of Ransomware
• Comparative Performance Analysis of Some Priority Queue Variants in Dijkstra’s Algorithm
• Transfer Learning in Detecting E-Assessment Malpractice from a Proctored Video Recordings.
• Dual-Modal Detection of Parkinson’s Disease: A Clinical Framework and Deep Learning Approach Using NeuroParkNet