Psychosocial Profile of 12- to 17-Year-Old Students at a Private High School in Manila: Study Protocol

Introduction

The COVID-19 pandemic significantly disrupted multiple domains of adolescent development worldwide. In the Philippines, where strict lockdowns and prolonged school closures were enforced, adolescents were particularly affected by limited opportunities for peer interaction, academic participation and psychosocial exploration. According to Erik Erikson’s theory of psychosocial development, adolescence is a critical period for identity formation, situated within the developmental conflict of identity versus role confusion.[1] Interruptions to normative social experiences during this period may hinder the formation of a stable self-concept and acquisition of social-emotional coping mechanisms.

Emerging studies have shown persistent psychosocial and behavioral challenges among adolescents following the reopening of schools. Wang, et. al., noted that psychological issues remained high even after students returned to in-person learning, emphasizing the need for support from families, educators and mental health professionals.[2] Araujo, et. al., further identified the broad effects of lockdowns on child development, including impaired access to healthcare, reduced physical activity and interrupted educational routines.[3] These stressors, combined with social isolation, have been associated with anxiety, depression and disruptions in emotional and behavioral regulation.[4]

The SDQ, a validated tool developed by Goodman[5] provides a reliable means of assessing emotional symptoms, conduct problems, peer relationships, hyperactivity/inattention and prosocial behavior in youth.[6,7] It has been widely used across different cultures, including in the Philippines, where it has demonstrated appropriate psychometric properties among adolescents.[8] The SDQ also offers a unique opportunity to correlate observable behavioral trends with theoretical frameworks, such as Erikson’s psychosocial stages, by aligning subscales with developmental expectations.

In the Philippines, few studies have explored the psychosocial impact of the pandemic on adolescents in school settings, particularly within private institutions. Given that Filipino adolescents often derive identity and autonomy within family- and peer-centered cultural norms, understanding how pandemic-related restrictions shaped their development was crucial. This study addresses that gap by examining the psychosocial developmental effects of the COVID-19 lockdown among high school students aged 12 to 17 from a private educational institution.

The objective of this pilot study was to estimate the prevalence of emotional, conduct, hyperactivity, peer relationship and prosocial behavior problems in this population after the COVID-19 lockdown. The study also aims to identify potential differences across high school levels—junior, senior and education high school—and to determine whether the SDQ can feasibly be administered in a school-based cross-sectional setting. Findings from this study may serve as a baseline for school mental health assessment tools and future programmatic interventions targeting adolescent psychosocial well-being in the post-pandemic era.

Significance of the Study

This study holds an important value in understanding the aftermath of the COVID-19 pandemic on the psychosocial profile of adolescents, a population experiencing a critical developmental stage marked by identity formation and social integration, as outlined in Erikson's psychosocial theory. Disturbing standard social, educational and recreational environments due to lockdowns and school closures introduced unprecedented stressors that may have adversely impacted emotional regulation, peer relationships and self-concept development. Through the use of the SDQ as a validated behavioral screening tool, this study provides an empirical framework to assess the persisting effects of pandemic-related isolation on adolescents aged 12 to 17. By examining the findings within developmental features, the study contributes to a deeper comprehension of long-term implications of forced social isolation. It emphasizes the urgent need for coordinated and guided psychosocial support from families, schools, mental health practitioners and policymakers in the post-pandemic period.

Methodology

Ethics Approval

This Ethics Review Board of the Faculty of Medicine and Surgery approved this study (Approval No. UST: A002-40-LE112; REB Code: 2024-09-TERO-PSYCHOSOCIAL).

Study Design

This study is a cross-sectional pilot study.

Participants

Participants were selected from a private school in Manila, including students from Education High School (EHS), Junior High School (JHS) and Senior High School (SHS). Only those aged 12 to 17 without diagnosed mental health conditions such as Autism Spectrum Disease (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), Depression, or Post-Traumatic Stress Disorder (PTSD) were included.

Recruitment

Participants were recruited from UST High School using stratified random sampling across EHS, JHS and SHS. Ten students were randomly selected from each group, totaling 30 participants. Informed consent was obtained from both students and their parents or guardians.

Materials

1. The primary research instrument used in this study was the SDQ (https://www.sdqinfo.org/a0.html), a widely recognized behavioral screening tool designed to assess emotional and psychosocial well-being of children and adolescents aged 2 to 17 years.

   1. Paper form

2. Informed consent forms

3. Case report forms to record demographic profiles (ie, age, gender, educational level)

Outcome Measures

Self-report version of the SDQ for ages 11–17 was used to assess the psychosocial well-being of participants. The YouthinMind online platform was used to score the questionnaires, providing automated analysis based on recognized standards. Access to the service cost $30 and covered up to 100 responses. The results included a Total Difficulties Score and five subscale scores: Emotional Symptoms, Conduct Problems, Hyperactivity/Inattention, Peer Problems and Prosocial Behavior, which were used to evaluate the effects of the COVID-19 lockdown on students.

Procedure

The research began with obtaining approval to conduct the study across three departments: Junior High School (JHS), Education High School (EHS) and Senior High School (SHS). After securing parental consent and student assent, the SDQ questionnaires were distributed to respondents. They were given 10–15 minutes to complete the survey. Once collected, the completed questionnaires were scored using the YouthinMind scoring platform.

Declaration of Competing Interest

No source funding

Acknowledgement

We would like to express our deepest gratitude to everyone who supported and guided us throughout the course of this research.

We extend our heartfelt appreciation to the UST Research Ethics Board, Faculty of Medicine and Surgery for reviewing and approving our study, and for ensuring that our research upholds the highest ethical standards.

To the administration, faculty and staff of the Junior High School, Education High School and Senior High School of UST, we extend our sincere gratitude for granting us the opportunity to conduct this research within your institution and for your kind assistance and cooperation throughout the process.

Author’s Contribution:

Alyssa Royce Tero:1A, 1B, 1C; 2A, 2B, 2C; 3A, 3B

Moira Nina Fe Tiangco:1A, 1B, 1C; 2A, 2B, 2C; 3A, 3B

Arabelle Mae Tiu: 1A, 1B, 1C; 2A, 2B, 2C; 3A, 3B

Jan Claire Tobias: 1A, 1B, 1C; 2A, 2B, 2C; 3A, 3B

Jascha Tolentino:1A, 1B, 1C; 2A, 2B, 2C; 3A, 3B

Maria Elizabeth Mercado, MD, MAS: Oversight of 1A, 2C, 3B

Kathryn Baltazar-Braganza, MD: Guidance for 1A, 2C, 3B

Legend

1. Research Project
   1. Conception
   2. Organization
   3. Execution
2. Statistical Analysis
   1. Design
   2. Execution
   3. Review and Critique
3. Manuscript Preparation
   1. Writing the First Draft
   2. Review and Critique

Supplementary Material

Questionnaire.pdf