Catholic School Climate and Student Well-Being Among Senior High School Students

Abstract

This study examined the relationship between Catholic school climate and student well-being among senior high school students in Holy Child Catholic School. Anchored in the context of Catholic education and holistic student formation, the study emphasized the role of the school environment in shaping students’ emotional, social, psychological, and spiritual well-being. Specifically, it determined students’ perceptions of Catholic school climate in terms of religious environment, teacher support, and sense of community, and assessed their well-being in terms of emotional well-being, school satisfaction, sense of belonging, and peer relationships. The study employed a quantitative descriptive–correlational research design involving 321 randomly selected senior high school students from Grade 11 and Grade 12. Data were gathered using adapted survey questionnaires on Catholic school climate and student well-being. Statistical tools such as frequency and percentage distribution, mean, Analysis of Variance (ANOVA), and Pearson Product–Moment Correlation were utilized to analyze the data and determine significant differences and relationships among variables. The findings revealed that Catholic school climate significantly influenced student well-being, particularly in fostering emotional well-being, school satisfaction, belongingness, and positive peer relationships. Moreover, the study identified the importance of faith-centered practices, supportive teacher relationships, and a strong sense of community in promoting holistic student development. Based on the findings, a school-based well-being enhancement program was proposed to strengthen institutional support systems and promote a nurturing, inclusive, and faith-oriented learning environment.