School Safety Measures, Guidance Services, and Well-Being of Students

This study examined the levels of school safety measures, guidance services, and students’ well-being and determined the relationships among these variables among Senior High School learners in a selected high school in Negros Occidental during School Year 2026–2027. A quantitative descriptive-correlational research design was employed. Data were gathered from 143 learners selected through stratified random sampling and were analyzed using mean, standard deviation, and Spearman rank-order correlation. The findings showed that school safety measures were perceived at a very high level (M = 4.33, SD = 0.61), as were guidance services (M = 4.27, SD = 0.66) and students’ well-being (M = 4.30, SD = 0.61). School safety measures demonstrated a strong, positive, and statistically significant association with students’ well-being (rₛ = 0.645, p < .001). Similarly, guidance services demonstrated a strong, positive, and statistically significant association with students’ well-being (rₛ = 0.738, p < .001). The findings indicate that students who reported more favorable perceptions of school safety measures and guidance services also tended to report higher levels of well-being. The study contributes localized evidence on the interconnectedness of school safety, guidance services, and student well-being in a Philippine Senior High School context. However, because the study employed a correlational design, the findings do not establish causal relationships among the variables. The results may provide a basis for reviewing school safety and guidance practices while highlighting areas for further investigation through longitudinal and multi-school research.

School Safety, Guidance Services, Student Well-Being, Senior High School Learners, School Environment, Guidance and Counseling

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