THE PERCEIVED EFFECTS OF COVID-19 TO

MENTAL HEALTH OF GRADE 9

STUDENTS AND PARENTS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 14
Pages: 1016-1022
Document ID: 2023PEMJ1312
DOI: 10.5281/zenodo.10054481
Manuscript Accepted: 2023-30-10
Psych Educ, 2023, 14: 1016-1022, Document ID:2023 PEMJ1312, doi:10.5281/zenodo.10054481, ISSN 2822-4353
Research Article

The Perceived Effects of COVID-19 to Mental Health of

Grade 9 Students and Parents
Jennifer M. Culala*
For affiliations and correspondence, see the last page.
Abstract
More than physical disease, COVID-19 has proven to be detrimental and fatal to the mental health of
individuals in the world. With families being forced to stay indoors, students and their parents or
guardians have become one of the most vulnerable sectors during the pandemic. The researcher
decided to find out the perceived mental effects of COVID-19 to these sectors using surveys (HAYT-
Students & HAYT-Parents). Majority of students remarked "Stress from Online Classes," due to the
excessive work given to them, the lack of attendance of some teachers, and lack of materials they
have at home. For parents, the main concern was "Fear of COVID-19", most must balance between
the threat of the virus and the lack of food on the table. Adolescents have different developmental
needs than their older counterparts and need to be social, not only to help build their own identity but
also to keep out of their own head as they feel emotions strongly. Parents with the increasing stress
of financial difficulty have been found to increase the mental strain of their own children, both parties
want to do the right thing but seem to constantly fall short of it.

Keywords: COVID-19, mental health, HAYT

Introduction than on adults”. Marshall also emphasized that

The UN policy brief on COVID-19 and mental health
begins, "The COVID-19 issue is a physical health
crisis, but it may develop into a serious mental health
crisis without adequate intervention. The wellbeing of
society has been affected by this virus, and nearly a
year after this executive summary was prepared, it still
begs to be true. Mental health is essential to society's
ability to operate. A more serious mental health
problem than COVID-19, it roots itself in the cracks of
isolation, disassociation, derealization, and terror.
Clinical psychologist Wendy Lippe makes the
following statement in an article published at the start
of the pandemic by John Hopkins University: "Mental
problems may emerge from isolation because without
the presence of others, we're in our own head," Lippe
said. It is of utmost importance that teachers and
school administrators are made aware of this truth, as
there will be huge rises in sadness, anxiety, obsessive-
compulsive disorder, and possibly suicide.
Students and Adolescents are one of the most
vulnerable sectors now, although not suffering
physically, the pandemic has significantly disrupted
their lives. Tamar Mendelson, director of the John
Hopkins Center for Adolescent Health and Beth
Marshall, Associate Director of the John Hopkins
Center for Adolescent Health remark: “Teenagers have
different needs to develop themselves than adults.
They are at the stage in their lives when social
connections and separating from the identity of their
parents are vital for them to become themselves. So,
COVID- requirements have a different impact on them
adolescents need to develop certain social skills such
as empathy and identity, which can only be achieved
through human interaction. Moving into another year
under the epidemic, it is crucial that students are
understood and treated with care and understanding
because of the relationship between mental health and
academic achievement. With the help of the surveys
and online diary given by the researcher and answers
from both students and parents, the researcher
explored the various stressors, hidden feelings, and the
possible next step into creating a safe, accepting, and
mentally-aware school environment that can pride
itself in understanding the needs of its community.
Research Questions
This study's primary purpose is to determine the
impact of self – concept, self – esteem, self – efficacy
on the academic performance of the senior high school
students. Specifically, this study sought to answer the
following questions:
1. What are the various stressors, triggers, or external
issues that affect the mental health of the Students and
Parents?
2. Does COVID-19 create more stressors that affect
the mental health of students and parents?
3. Does the mental health of parents influence the
mental health of the students?
4. What is the overall effect of COVID-19 on the
mental health of students and parents?

Jennifer M. Culala 1016/1022

Psych Educ, 2023, 14: 1016-1022, Document ID:2023 PEMJ1312, doi:10.5281/zenodo.10054481, ISSN 2822-4353
Research Article
Literature Review
Mental Health
It is a known fact that Stress and Mental Health can
grievously affect someone’s physical health and their
overall production quality. These may affect students:
concentration, focus, reliability, and optimism which
hinders their performance level. (Suicide Prevention
Resource Center, n.d.) The low scores as a result of
poor performance may create a vicious cycle of
Depression: Starting from Depression it may lead to
Low Fatigue, Energy, and Decreased Interest;
Decreased Activity and Neglect of Self and
Responsibilities follow; Due to this an Increased
feeling of Guilt and Hopelessness propagates; and the
cycle begins again trapping the individual in a cycle
difficult to break out of. (Centre for Clinical
Intervention & Government of Western Australia,
2020) As a student may fall into the loop of
Depression, continuous mental health issues that go
unnoticed can severely influence one’s academic
achievement and self-efficacy. In a study set in
Norway, there was a correlation with a higher level of
emotional distress to a lower level of academic self-
efficacy causing students to have delayed study-
progress and academic accomplishment throughout the
year (Grøtan et al., 2019).
The rise of COVID-19 and the subsequent safety
measures (Quarantine, Isolation, Online Classes, etc.)
isolates adolescents from the social skills that help
them develop as individuals. Adolescents have a
different developmental journey than their older
counterparts, they need to develop social skills and
empathy while building their own identity. (Volkin et
al., 2020) Both of which seemed to be taken away
once the COVID-19 restrictions were placed.
The physical and psychological environment that
surrounds a student can be impactful towards the
student’s progress throughout the school year.
(Warfield & Teacher Products, Carson-Dellosa™
Publishing, 2016)
The move to Quarantine places students in an extended
small space with their parents and guardians and this
could greatly affect their own academic success.
Children are sensitive to parental stress which may be
the result of isolation, economic difficulty, divorce, or
mental illness. Children are consequently vulnerable to
developing these disorders as well. The current
pandemic increases stress, anxiety, and depression for
parents as they deal with all the difficulties in their
Jennifer M. Culala
work life and home/family life (Regis College, 2021).
Low-income families will also experience more stress
and trauma as they are hit the hardest with: food
insecurity, housing instability, loss of family income,
higher rates of illness, lack of internet and technology
for school work, and familial death (Volkin et al.,
2020).
Mental Health issues cannot be eradicated, and most
students will experience continuous problems, and
educators must be aware of that so that they may
create strategies, theories, and tools that can be used
by students to continue uplifting them. (National
College Learning Center Association et al.,
2016-2018, #)
Methodology
The descriptive method of research was employed in
this study. This design aims to describe the
characteristics of the target population regarding their
perceptions on the effects of COVID-19 to their
mental health.
Participants
The respondents of this study were Grade 9 Students
of Rizal High School, under the 5 classes of the
researcher including their advisory class and the
parents of these students. The target respondents were
233: 148 respondents came from the students in Grade
9 while 85 were the parents. The sampling used was
the Universal Sampling Method, as it would be time-
consuming to take the responses of the entire batch of
Grade 9 students and their parents, a small percentage
would suffice to give a general overview of their
feelings and opinions concerning their present
situation.
Instruments of the Study
Google Forms. A survey-administration software
offered for free by Google. In this research, there will
be two (2) Google Form Surveys used to collect the
principal information from the students and parents.
Anonymous Online Diary. An Online non-
judgement space that allowed students to talk about
their feelings, opinions, and current day-to-day
problems without fear of anyone learning their
identity. All information listed here were addition to
the general research and were coded using thematic
analysis.
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Research Article
Procedure
The study began on April 26, 2021 until May 16, 2021
(an overall time frame of: 21 Days) via a series of
Google Form surveys and an Online Diary made with
the help of Padlet that were handed out to 5 sections
(El Nido, Kayangan Lake, Hundred Islands, Tarak
Ridge, Mt. Maynoba) under the supervision of the
researcher. Two Google Forms were sent out: one for
the students, and one for the parents. They carried the
same list of questions to be able to cross-reference
between the two groups' answers. The Padlet Online
Diary is an anonymous space for the students to
express their most raw feelings as they please without
parental or authoritative barriers. The overall research
hopes to garner answers from these surveys to get to
the root of the connection and correlation between
Mental Health and COVID-19, how the mental health
of parents may affect their children, what are the
different reactions to the current situation based on
these two groups, and what can be done about it.
The researcher decided that the most efficient way to
ready the data for analysis is to simply use the simplest
forms of analysis: Descriptive Method. As most of the
research is made up of open-ended questions, a lot of
descriptive and qualitative analysis were utilized. A
coded thematic analysis was also employed to explore
the varying factors affecting the respondents.
Generally, the research followed a triangulation
method where multiple data sets were cross-
referenced, analyzed and interpreted to provide a
generalized understanding of the phenomenon.
Ethical Considerations
To ensure mutual understanding on both sides, the
survey form and online-diary included a consent form
that must be approved by the participants or else they
will be barred from giving data. Assurance of utmost
anonymity and privacy was also highlighted to protect
the respondents.
Results
This section presents the findings according to the
study's research questions. This paper explored the
mental health effects of COVID-19 as perceived by the
students and parents of Rizal High School.
Jennifer M. Culala
Students’ Responses
Table 1. “Reasons for Stress of Students under
COVID”
Parents’ Responses
Table 2. “Reasons for Stress of Parents under
COVID”
Discussion
The sudden change from face to face to online set-up
opened difficulties that they might have not had before
such as internet connection or an uncertain future.
Grade 9 students must deal with the sudden crossroads
of choices as they begin to think about their collegiate
future, what kind of strand they will enter in, and other
choices. Knowing that COVID is not a usual event, the
constant uncertainty and sudden detour of a straight-
forward decision or an even greater confusion for
those indecisive makes the situation even worse. The
reasons for why differ for every single student but
there is no lie that with the sudden changes coupled
with internal family problems and sudden financial
difficulty because of COVID-19 on the economy,
students have a harder time feeling safe and protected
while they attempt to do their day-to-day schoolwork.
The survey had spaces for the students to openly talk
about their day and rant, if need be, the space was left
unrequired but over 100 of the participants still took
time to type something in. The answers varied from
simply saying “Okay” to students pouring their hearts
out into the space. We first asked them to talk about
their day, the influx of responses varied from a simple
“No” or “N/A” to long-winding pieces detailing the
feelings they have. The fear they have of COVID-19,
the breakdowns, and tired nights due to schoolwork,
the confusion on whether this is all worth it, is this
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Research Article
what they want to do in life? And more. Most of the
responses highlight being tired: of schoolwork, of their
day-to-day chores, of having to watch over younger
family members, of teachers who do not teach, and the
rising pandemic. The students are in a bubble of
repetitive movement under yet to be certain ground,
this huge contrast could trigger multiple bouts of
anxiety due to uncertainty. “Uncertainty affects stress
levels that elevate into clinical levels of anxiety,”
(Ironside, n.d.) Stress makes it difficult for the brain to
concentrate and it deals massive damage on the
students all while they try to keep up with schoolwork
that as we’ve stated, they have difficulty doing.
In the second short answer question we asked them,
“Want to talk about it?” Most students responded with
a “No,” “Maybe not,” or a “No thanks.” There is
hesitance to speak their mind, some prefer to speak
about it face to face because perhaps it feels more real,
and you can get a real time response or reaction. Some
students said no because their afraid of being too
unstable that perhaps doing this will crack them further
while other simply do not feel like sharing. Some
believe that they can handle this and that they can do
this, and they would only share if they believed they
could no longer carry this burden.
But students are not the only one’s part of the school
community, parents and guardians continue to help
mold the situation of the student outside of school. To
know the experiences, they have can help build a
better picture on the on-going home life of the
students.
The results of the parents and guardians seemed to be
more positive than their student counterpart and there
is one response in the next question that helps explain
this. “we always think positive, be thankful on every
blessing we received, every time we woke up and
having complete family.” Guardians and parents
always wish to think highly of their situation, they
only wish to see their children excel and become a
positive force in the world. Being the heads of their
families, they have no room to think of things
negatively, they must work constantly day by day to
achieve things for their family to survive. This kind of
thinking is also very dangerous, it is akin to toxic
positivity, a positivity that dictates that despite “pain
or difficult situations, the only acceptable mindset, is a
positive one…” When, “Positivity is predominant, and
authentic human emotional experiences are shunned
away and deemed invalid.” (Scully et al., 2020) This
kind of thinking is predominant during the current
pandemic and has been within families who constantly
must think positively.
Jennifer M. Culala
The remaining qualitative survey questions simply
affirm what we mentioned. Parents and Guardians are
suffering deeply from the ongoing pandemic. Not only
does it pose immense ear for the safety of themselves
and their loved ones, it affects their source of income.
Many businesses had to close under quarantine while
others released employees to make ends meet. The
Philippines unemployment reached increased by 8.7%
in April of 2021, this translates to nearly 4.2 million
people. Parents are internally given the choice, food on
the plate or a virus in your home. And with the
constant increase of the number of cases, it seems that
either choice will lead to a grim end. Their answers
truly highlight the difference between that of their
student counterparts. Students fear the uncertainty of
the future while their guardians fear the present and
how they can continue living with a shortage in the
needs that keep them alive, but both are afraid of the
effect COVID had on their lives.
The parents and guardians were also asked for optional
short answer responses, but most responses came with
a flat “No, thank you.” Not only did only half the
original respondents answer both short response
questions, but they also felt no need to share. This
cements the theory that parents, and guardians prefer
to keep their feelings under great barriers in order to
“fulfill their role and responsibility” and a few
responses highlight this: “It really hard to cope or to
solve problem in this pandemic such as financial
problem as a mother of a family I have a biggest
responsibility to my child but I'm still thankful because
every day we have a meal to eat and being safer day by
day” and “As a mother its my responsibility to take
care of my children and i am willing to fight and be
strong to my family because if you love someone you
are willing to sacrifice it for. Just what i am doing in
my family.”
At the end of each survey, the researcher asked the
respondents, what have they been doing to cope with
this situation but aside from what the graph dictates is
it important to discuss the idea of Anonymity. One of
the main foundations of the researcher is built on the
Online Diary, an anonymous platform open to the
students of the 5 rooms for them to list their feelings.
Within the ethics it was mentioned that the way
students could approach this were suspicious at best
and when opening the Diary, the researcher had many
hesitant feelings towards it. But as the 21 days passed,
the researcher decided to not put a halt to the online
Diary, until today it remains up all because of the
positive force it’s become. The dashboard is a collage
of colors and messages that range from heartfelt rants
and word-spill to positive affirmations reminding those
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Research Article
who enter that they are loved and cared for.
Anonymity can be a positive force for good. A New
York Times article by Daniel Solove says, “Under
anonymity, people can express ideas and be critical
without fear. Anonymity allows people to be free
without feeling inhibited” (Solove, 2016). Anonymity
can create safe spaces for students and the Online
Diary is a great example of where to start.
The prevalent themes from the Online Diary entries,
Survey responses, and open-ended questions are
extremely like the choices given by the researcher in
the question “Why?” pertaining to how pandemic has
affected them.
Theme 1: Stress due to Online Classes
Education is vital to the proper and continuous growth
of an individual. It helps to develop self-dependency,
fulfill dreams and ambitions, make a fairer world, etc.
As DepEd announced that the next school year will
start via Online Classes it created an invisible barrier
between those who could afford this style of education
and those who could not. Many students within the
various mediums have expressed their stress towards
the online set-up, they have listed: teachers, amount of
work, and the need to be greater as just some of the
main causes. The stress has numbed the students to fall
into a pit of depression. Many students have remarked
that they are “unsure of what to do first” in relation to
their home vs school life such as: “I dont know what
im going to do first my school works or helping my
mom on household. Sometimes my parents telling me
na ganyan kapag may gagawin dito sa bahay bigla
kang may gagawin , hoenstly sometimes I want to go
far away kung saan malaya kong masasabi malalabas
yung sama ng loob ko yung bigat ng nararamdaman
ko…” Multiple students’ also expressed the fact that in
the past few days prior to them answering the different
mediums they had experienced various bouts of
breakdowns caused by overwork from online classes
and anxiety. Such as: “Yes its fun but it doesn't change
the fact that it's just giving everyone an anxiety or a
problem to have a reason to cry and have a
breakdown's when we feel like we're giving up.”, “.We
suffer mental breakdown because the grades you gave
us is too low although we pass the requirements and
have a fine scores. Not because we're voicing out our
problems in acads means we're lazy, we are just tired
doing our best yet it still enough just to reach the
school/teachers/ our parents high standard of being a
student/child.” Parents have also noticed this issue and
a few go to say, “Every time i see my child, i know
this is stress, if you ask me i also don't like online
learning for kids.” And “I'd like to talk about the
Jennifer M. Culala
online class and how it works because I'm wondering
if my daughter' stress is related to it. Then I am happy
because she is able to do well and she can pass her
modules at the right time.”
Theme 2: Home & Family Life
Students are at home in quarantine and as they are
minors, they aren’t legally allowed to leave the house
to go anywhere limiting their movement to just their
residence and the people who live there. Education is
affected by the psychological and physical
environment that surrounds the student. (Warfield &
Teacher Products, Carson-Dellosa™ Publishing, 2016)
A few students have described an unstable home life
that leads them to sacrifice both their own mental
psyche and , “In our family sometimes sa gusto ko na
wag mag away parents ko ako na yung nagsasacrifice
kase I want to have a happy family…” and “I'm not ok
dito sa bahay di ko na alam kung saan ako lulugar
minsan laging umiiyak si mama di ko alam kung pano
ko sya macocomfort,kahit ako mismo sobrang dami ko
na din pinagdadaanan sobrang hirap lang isipin kung
pano ko malulutasan yung mga problemang yun tas
syempre online class sobrang nahihirapan din akong
sumabay wala pa kaming wifi stress din sa mga school
works”
Theme 3: Financial Problems
The parents are the most affected by this theme, many
parents detailed that they only want what’s good for
their family. However, the pandemic makes it
exceedingly difficult for them to keep up with the
basic needs such as food or internet connection for
classes. A few parents goes on to state: “It really hard
to cope or to solve problem in this pandemic such as
financial problem as a mother of a family i have a
biggest responsibility to my child but I'm still thankful
because everyday we have a meal to eat and being
safer day by day”, “Because of the pandemic now, as a
parent I am having a hard time where to get food for
my children.” , “We have financial problems, due to
covid 19 pandemic because my husband stopped
working because if he continue working he might get
covid 19”
Theme 4: No
A common theme was the occurrence of the word ‘No’
in the study, although it is completely valid of the
respondent to answer as they please. There is a certain
hesitance to express this but when given the chance to
anonymously voice out their concerns, the effect is
powerful. Not every student will want to talk to about
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Research Article
what they’re going through but when gifted with
compassion and anonymity it becomes a gateway into
their true feelings. Parents deal with something similar
and feel the need to place a strong façade on for their
families disregarding their own feelings which could
have an effect on their family life.
Theme 5: Suicide
Although not a predominant theme within the data, it
is an important theme. Three students opened up on
wanting to end their lives due to the stress of
everything around them both citing family problems as
the main reason for the stress. The following students
go on to say: “I don't want to live anymore but I'm
thinking about my brother.”, I tried to kill myself again
last night because of the fight between my mom and I.
I wish things will get better soon. I still want to live.”,
and “I already want to earn money to treat my dad he's
so hardworking and very generous man, he's spending
a lot of time to earn, im sad because he's getting older
already that's why i want to rush things and pay for all
his sacrifices. I already want to end my life because of
our family problems my mother has an affair with our
neighbor and always see them flirting but i can't talk to
my dad about that thing I don't want to ruin our family
and my siblings are young for this. So that problems
affect my studying+ anxiety.”
As the data has been set it seems to be apparent that
COVID-19 is truly more than a physical crisis.
COVID-19 has affected the mental well-being of
everyone from the fear of catching it and spreading it
to your loved ones to the extreme financial difficulty.
COVID stands as a domino effect for all these issues
mentioned, it is the core of everything and slowly all
the regulations are set, and the children are isolated,
the parents are suffering, home life dissolves, and
people are left barely hanging on. The pandemic has
done nothing but inflame problems currently existing
or creating problems that would have otherwise not
been there before. Students have determined that
Online Classes is the biggest reason for their stress and
coupled with the environment that they have at home
enlightened by the mental health of their parents.
Parents have said that COVID and financial problems
are the root of theirs and all this leads back into the
core. COVID has deeply affected the school
community, it has created a constant loop where the
environment of everyone affects the other. Parental
stress is felt by their adolescent children, a vulnerable
group that feels deeply and is unsure of how to
respond while their mind racks for the answers of their
modules. The two worlds: Family Life and School Life
become, one and many students are unsure of how to
Jennifer M. Culala
balance something they’ve separated for so long.
Anonymity became a grace for them; giving the
researcher a perfect look into the thoughts of the
students and how they wish to cope. The Online Diary
became more than a place to tell one’s secrets to, it
was a positive force, the dashboard was littered with
the whole feelings of the students but also supportive
messages from their peers to encourage them to keep
pushing and being better people than they were
yesterday. This research aimed to understand the
psyche of Parent’s and Student’s after nearly a year
under Quarantine, for the betterment of the way
authorities and teachers approach the next school year.
Over the span of this research, this research uncovered
one last theme: Everything is connected back to
COVID-19 and the way our lives completely changed.
Conclusion
A thematic analysis of the study has revealed that there
are several mental health effects of COVID-19 to the
students and parents of Rizal High School. With the
sudden shift in the educational setup brought by the
pandemic, the highest ranked stressor as perceived by
students is the stress from online classes, while the fear
of COVID-19 is the highest ranked for the parents.
New Normal education is not at all similar to that of
the previous face to face classes, students are at the
most isolated and some even disoriented.
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Affiliations and Corresponding Information
Jennifer M. Culala
Rizal High School
Department of Education - Philippines

Warfield, K., & Teacher Products, Carson-Dellosa™ Publishing.

(2016, May 5). How Surroundings Affect Students’ Learning.
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Jennifer M. Culala 1022/1022