ISSN 3028-1261
10.5281/zenodo.17312520/NIJSE.2025
Elemen a y School Clinic Managemen in Rela ion o Heal h
Awa eness o Lea ne s
K issy A. Cas o
Abs ac . This s udy examined he ex en o elemen a y school clinic managemen and i s
in luence on he heal h awa eness o lea ne s in selec ed public elemen a y schools. The
s udy employed a desc ip i e-co ela ional esea ch design in ol ing 148 esponden s. Da a
we e ga he ed using a alida ed su ey ins umen and analyzed h ough desc ip i e s a is ics,
Pea son co ela ion, and mul iple eg ession analysis. Findings e ealed ha all domains o
school clinic managemen —access o heal h ca e, imely esponse o heal h needs, heal h
p omo ion and educa ion ini ia i es, and heal h equi y and inclusi i y—we e pe cei ed o
be ex ensi ely implemen ed. Simila ly, lea ne s demons a ed ex ensi e heal h awa eness,
pa icula ly in he a eas o p e en i e heal h measu es, heal h educa ion pa icipa ion, and
engagemen in heal h- ela ed consul a ions. A s ong and s a is ically signi ican ela ionship
was ound be ween school clinic managemen and lea ne s’ heal h awa eness ( = 0.795, p
<
.001). Reg ession analysis showed ha he ou clinic managemen domains collec i ely
explained 66.6% o he a iance in heal h awa eness. Among hese, imely esponse o heal h
needs eme ged as he s onges p edic o , ollowed by heal h equi y, inclusi i y, and access o
heal h ca e. Howe e , heal h p omo ion and educa ion ini ia i es did no signi ican ly in luence
heal h awa eness when analyzed alongside he o he a iables.
KEY WORDS
1. School clinic managemen 2. heal h awa eness 3. elemen a y lea ne s
Da e Recei ed: Augus 15, 2025 — Da e Re iewed: Sep embe 20, 2025 — Da e Published: Oc obe
10, 2025
1. In oduc ion
Managing elemen a y school clinics comes
wi h i s own se o challenges ha can impac
how awa e s uden s a e abou heal h. Lim-
i ed esou ces, such as no ha ing enough med-
ical supplies, unde ained s a , and a lack
o unding, o en make i ough o clinics
o p o ide he bes heal h se ices possible.
Plus, wi hou s uc u ed heal h educa ion p o-
g ams in schools, s uden s don’ ge he expo-
su e hey need o impo an heal h ini ia i es,
which means hey migh miss ou on lea ning
how o adop heal hy habi s. O e c owding in
schools makes hings e en mo e di icul , as
clinics ind i ha de o mee he needs o so
many s uden s. Also, when he e isn’ consis-
en eamwo k be ween schools, pa en s, and
local heal h uni s, i can slow down e o s
o p omo e p e en ion in heal h. A p essing
challenge is he sho age o ained heal h pe -
sonnel in schools. The Wo ld Heal h O gani-
za ion (WHO, 2021) emphasizes ha school
heal h se ices a e o en unde unded and p o-
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ided wi h limi ed each and scope. This si ua-
ion is exace ba ed by he absence o s uc u ed
heal h educa ion p og ams, which lea es lea n-
e s wi hou he necessa y exposu e o c i ical
heal h in o ma ion. The lack o quali ied heal h
p o essionals wi hin he school se ing u he
diminishes he capaci y o e ec i ely add ess
s uden s’ heal h needs, he eby impeding he
p omo ion o heal h awa eness. Fu he mo e,
he in eg a ion o men al heal h se ices in o
school clinics p esen s addi ional complexi ies.
A epo by he Manha an Ins i u e in 2024
highligh s ha while he e is a g owing empha-
sis on school-based men al heal h ini ia i es,
hese p og ams o en ace challenges such as
con lic ing goals be ween educa ional and men-
al heal h sys ems, lack o clea policy guidance,
and issues ela ed o accoun abili y. In he Asian
con ex , elemen a y school clinic managemen
aces signi ican challenges ha impac lea ne s’
heal h awa eness. I emphasized he necessi y
o a holis ic app oach ha p io i izes o e all
adolescen well-being h ough comp ehensi e
heal h educa ion and li e skills de elopmen .
The lack o in e sec o al coo dina ion be ween
heal h and educa ion sec o s u he impedes he
e ec i e implemen a ion o school heal h p o-
g ams, he eby a ec ing s uden s’ heal h awa e-
ness and ou comes (Jakasania, e .al., 2023). Ele-
men a y school clinics play a pi o al ole in p o-
mo ing heal h awa eness among lea ne s; how-
e e , hey encoun e signi ican challenges ha
impede hei e ec i eness. A c i ical issue is he
lack o adequa e heal h- ela ed in as uc u e
wi hin schools. Acco ding o he Depa men
o Educa ion (DepEd, 2021) in he Philippines,
as o 2021, only 28% o public schools ha e
clinics, and many exis ing acili ies need epai
and ehabili a ion. This de iciency hampe s he
deli e y o essen ial heal h se ices and limi s
oppo uni ies o heal h educa ion, he eby a -
ec ing s uden s’ o e all well-being and awa e-
ness. Examining school heal h policies du ing
he pandemic ound ha while policies we e
in place, hei implemen a ion aced ba ie s
such as limi ed esou ces, inadequa e aining
o school heal h pe sonnel, and insu icien in-
as uc u e o suppo heal h p o ocols. These
obs acles ha e u he s ained he capaci y o
school clinics o manage heal h conce ns and
educa e lea ne s e ec i ely, unde sco ing he
need o s eng hened heal h sys ems wi hin he
educa ional sec o (Es ada, e .al., 2024). In
Compos ela Valley (Da ao de O o), elemen a y
schools ace challenges managing heal h se -
ices and p omo ing heal h awa eness among
lea ne s. A no able issue is he limi ed a ailabil-
i y o ully unc ional school clinics equipped o
handle medical eme gencies and p o ide com-
p ehensi e heal h educa ion. In esponse o his
si ua ion, he Depa men o Educa ion (DepEd)
has implemen ed a ious ini ia i es, including
he appoin men o clinic eache s and sa e y
o ice s o o e see basic heal h se ices and en-
o ce sa e y p o ocols wi hin educa ional ins i u-
ions. These measu es a e designed o imp o e
he heal h and sa e y o s uden s, he eby ensu -
ing a conduci e lea ning en i onmen (DepEd
Tayo, 2022).
1.1. Theo e ical/Concep ual F amewo k
o he S udy —Se e al heo e ical amewo ks
could in o m a s udy on op imizing elemen-
a y school clinic managemen o enhanced
s uden achie emen . One such amewo k is
B on enb enne ’s Ecological Sys ems Theo y,
which emphasizes he in e connec edness o a -
ious en i onmen al ac o s in shaping indi idu-
als’ de elopmen . Wi hin his amewo k, he
school clinic ope a es wi hin he mic osys em,
di ec ly in luencing s uden s’ immedia e expe i-
ences and in e ac ions wi hin he school en i on-
men (Ki by, 2022). Op imizing clinic manage-
men p ac ices can enhance he mic osys em by
p o iding s uden s wi h access o quali y heal h-
ca e se ices, p omo ing posi i e heal h beha -
io s, and os e ing a suppo i e and nu u ing
school clima e conduci e o lea ning and aca-
demic success. Addi ionally, Bandu a’s Social
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Lea ning Theo y could be ele an , as i high-
ligh s he impo ance o obse a ional lea ning,
modeling, and social ein o cemen in shaping
beha io . Wi hin his amewo k, he school
clinic se es as a se ing whe e s uden s obse e
and lea n abou heal h- ela ed beha io s and
a i udes h ough di ec expe iences and in e ac-
ions wi h heal hca e p o essionals, pee s, and
educa o s. By p omo ing heal h educa ion, mod-
eling heal hy beha io s, and p o iding posi i e
ein o cemen o heal hy choices, he clinic can
in luence s uden s’ heal h belie s, a i udes, and
beha io s, ul ima ely con ibu ing o hei aca-
demic achie emen . These heo e ical pe spec-
i es o e aluable insigh s in o he complex
in e ac ions be ween school clinic managemen ,
s uden heal h, and academic success, p o iding
a amewo k o unde s anding he mechanisms
h ough which op imized clinic managemen
p ac ices can suppo s uden s’ holis ic de el-
opmen and achie emen (W igh -McAllis e .
2022). In he s udy on op imizing elemen a y
school clinic managemen o enhanced s u-
den achie emen , B on enb enne ’s Ecological
Sys ems Theo y and Bandu a’s Social Lea n-
ing Theo y p o ide aluable amewo ks o
unde s anding he dynamics a play wi hin he
school en i onmen and he po en ial impac s
o clinic managemen p ac ices on s uden ou -
comes. B on enb enne ’s heo y emphasizes
he signi icance o he mic osys em, which en-
compasses he immedia e en i onmen in which
indi iduals in e ac and de elop. In his con-
ex , he school clinic unc ions as an essen ial
elemen o he mic osys em, exe ing a di ec
in luence on he heal h and well-being o s u-
den s wi hin he educa ional en i onmen . By
op imizing clinic managemen p ac ices, includ-
ing he p o ision o imely access o heal hca e
se ices and he p omo ion o heal h educa ion
ini ia i es, he clinic augmen s he mic osys-
em by es ablishing a suppo i e and nu u -
ing a mosphe e ha os e s he physical, men-
al, and emo ional heal h o s uden s. This, in
u n, con ibu es o hei o e all well-being and
eadiness o engage in lea ning, ul ima ely lead-
ing o imp o ed academic achie emen . Ban-
du a’s Social Lea ning Theo y highligh s he
ole o obse a ional lea ning, modeling, and
social ein o cemen in in luencing beha io . In
a school clinic se ing, s uden s can obse e and
in e ac wi h heal hca e p o ide s, pee s, and
educa o s, gaining insigh s in o heal h- ela ed
beha io s and a i udes. These in e ac ions al-
low s uden s o de elop knowledge and skills
in heal h p omo ion, disease p e en ion, and
sel -ca e. Rein o cing posi i e beha io s—such
as ecognizing s uden s who seek imely ca e
o engage in heal h educa ion—can u he en-
cou age he adop ion o heal hy habi s. Ap-
plying Bandu a’s p inciples, school clinic p ac-
ices can suppo meaning ul heal h beha io
changes, con ibu ing o educed absen eeism,
be e ocus in class, and imp o ed academic
ou comes. Figu e 1 below p esen s he a iables
in he s udy. In he s udy ocusing on op imizing
elemen a y school clinic managemen o en-
hanced s uden achie emen , he associa ion o
a iables e lec s a complex in e play be ween
clinic managemen p ac ices and a ious s u-
den ou comes.
2. Me hodology
This chap e p esen s he p ocedu es unde aken in conduc ing he s udy, de ailing he chosen
esea ch design, esponden selec ion and sampling me hod, da a collec ion ins umen s, esea ch
p ocedu es, e hical conside a ions, and da a analysis echniques. Each componen is essen ial o
ensu e he accu acy, alidi y, and eliabili y o da a collec ion, analysis, and in e p e a ion.
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Fig. 1. Theo e ical/Concep ual F amewo k
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2.1. Resea ch Design—The s udy em-
ployed a non-expe imen al, desc ip i e-
co ela ional esea ch design. Acco ding o
C eswell (2020), his design is used o exam-
ine he deg ee o associa ion be ween wo o
mo e a iables wi hou manipula ing hem. I
ocuses on obse ing and analyzing na u ally
occu ing ela ionships o desc ibe pa e ns
and ends. Desc ip i e-co ela ional designs
a e pa icula ly use ul o iden i ying connec-
ions among a iables and may also in o m
p edic ions abou u u e ou comes. Commonly
applied in explo a o y esea ch, his app oach
p o ides aluable insigh s in o a iable associa-
ions while main aining he in eg i y o na u al
condi ions. In he s udy i led ”Op imizing
Elemen a y School Clinic Managemen o En-
hanced Wellness and S uden Achie emen ,” a
non-expe imen al, desc ip i e- co ela ional e-
sea ch design is likely employed o in es iga e
he ela ionship be ween clinic managemen
p ac ices and s uden ou comes. This app oach
in ol es obse ing and desc ibing na u ally
occu ing phenomena wi hou manipula ing
any a iables, making i sui able o examining
associa ions and iden i ying pa e ns among
a iables o in e es . Wi hin his esea ch de-
sign, esea che s collec da a on clinic man-
agemen p ac ices, s uden wellness indica o s,
and academic achie emen measu es h ough
su eys, in e iews, obse a ions, o exis ing
eco ds. Clinic managemen p ac ices, such as
he a ailabili y o heal hca e se ices, appoin -
men scheduling sys ems, and collabo a ion
be ween clinic s a and eache s, a e desc ibed
and measu ed quan i a i ely. Simila ly, s u-
den ou comes, including imp o ed a endance,
dec eased a diness and ea ly dismissal, and
posi i e beha io al ou comes, a e assessed and
desc ibed. Co ela ional analysis is hen used
o examine he ela ionships be ween clinic
managemen p ac ices and s uden ou comes,
iden i ying any signi ican associa ions o pa -
e ns. I may be ound ha schools wi h mo e
comp ehensi e heal hca e se ices in hei clin-
ics end o ha e highe a endance a es and
be e academic pe o mance among s uden s.
While his esea ch design does no es ablish
causa ion be ween clinic managemen p ac ices
and s uden ou comes, i p o ides aluable in-
sigh s in o po en ial ela ionships and in o ms
u u e esea ch and in e en ions aimed a op i-
mizing school clinic managemen o he bene i
o s uden wellness and achie emen .
2.2. E hical Conside a ion—The e hical
conside a ion sec ion o his s udy will add ess
he key p inciples ha ensu e he p o ec ion
and well-being o he eache - esponden s in-
ol ed. This includes adhe ing o con iden ial-
i y, in o med consen , and he olun a y na u e
o pa icipa ion, ensu ing in eg i y and espec
o he igh s o all esponden s.
Social Value
As he esea che , I belie e he s udy i led
”Elemen a y School Clinic Managemen in Re-
la ion o Heal h Awa eness o Lea ne s” ca -
ies signi ican social alue in add essing he
heal h challenges aced by young lea ne s in
ou communi y. By examining he impac o
well-managed school clinics on s uden s’ heal h
awa eness, he esea ch seeks o suppo e o s
o imp o e access o essen ial heal h se ices
wi hin schools. This s udy no only seeks o en-
hance he o e all well-being o lea ne s bu also
aims o c ea e a ounda ion o os e ing heal hy
habi s ea ly in li e. I aspi es o con ibu e mean-
ing ul insigh s ha can guide educa o s, policy-
make s, and heal h p o essionals in de eloping
p og ams ha b idge he gap be ween heal h
and educa ion.
In o med Consen and Assen
As he esea che , I ecognize he c i ical
impo ance o In o med Consen and Assen
in ensu ing he e hical in eg i y o his s udy.
By p io i izing anspa ency, I aim o ensu e
ha all pa icipan s, including lea ne s and hei
gua dians, ully unde s and he pu pose, signi i-
cance, and p ocedu es o he esea ch. Th ough
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he p ocess o in o med consen , pa en s and
gua dians a e p o ided wi h de ailed in o ma-
ion, empowe ing hem o make an in o med
decision abou hei child’s pa icipa ion. Simi-
la ly, assen ensu es ha lea ne s ac i ely ag ee
o pa icipa e, espec ing hei igh s and au on-
omy. This app oach no only upholds e hical
s anda ds bu also os e s us and collabo a-
ion be ween he pa icipan s and he esea che ,
emphasizing he alue o hei con ibu ion o
he s udy’s success and i s po en ial o impac
school clinic managemen and heal h awa eness
ini ia i es posi i ely.
2.3. Resea ch Responden s—The s udy’s
esponden s we e Public School Teache s om
Compos ela Wes Dis ic in Da ao de O o. Us-
ing Slo in’s o mula, he sample size was calcu-
la ed om a popula ion o 230 eache s wi h a
5% ma gin o e o , esul ing in a sample o 146
esponden s. These esponden s we e selec ed
andomly and p opo ionally dis ibu ed ac oss
schools wi hin he dis ic . To acili a e hei pa -
icipa ion, he esponden s we e in o med abou
hei selec ion h ough bo h online pla o ms
and ace- o- ace in e ac ions, conside ing he
a ailabili y o in e ne connec i i y. They we e
o ien ed on he pu pose and signi icance o he
s udy, emphasizing i s po en ial con ibu ion o
hei p o essional de elopmen and he enhance-
men o educa ional p ac ices in he dis ic . The
eache s who we e su eyed ac i ely and di-
ec ly engaged in a di e se ange o school p o-
g ams, p ojec s, and ac i i ies as ou lined in
hei School Imp o emen Plans. Beyond hei
oles in cu iculum implemen a ion and deli -
e y, hese educa o s showcased p o iciency in
s eamlining ope a ional p ocesses and employ-
ing e ec i e school clinic managemen s a e-
gies. Mo eo e , hey demons a ed a commi -
men o enhancing he sys em o imp o ing
lea ne s’ achie emen . Recognized as quali-
ied p o essionals, hese eache s ha e consis-
en ly made signi ican con ibu ions o school
imp o emen , os e ing heigh ened awa eness
among s akeholde s in he con ex o he new
no mal lea ning sys em du ing he academic
yea 2023-2024. Addi ionally, hey ha e been
egula pa icipan s in semina s, aining ses-
sions, ocusing on schools de elopmen and c e-
a ing good en i onmen .
2.4. Resea ch Ins umen —In his s udy,
he esea che u ilized an adap ed su ey ins u-
men de eloped h ough an ex ensi e e iew o
li e a u e and ela ed empi ical s udies. This
igo ous p ocess in ol ed iden i ying ele an
concep s and amewo ks o guide he o mu-
la ion o ques ionnai e i ems, he eby s eng h-
ening con en alidi y and minimizing po en-
ial h ea s o cons uc alidi y. The su ey
was s uc u ed in o wo main pa s: he i s
measu ed he ex en o school clinic manage-
men in e ms o access o heal hca e se ices,
imely esponses o heal h needs, and he imple-
men a ion o heal h p omo ion and educa ion
ini ia i es. The second pa assessed lea ne s’
academic and beha io al ou comes, speci ically
imp o emen s in a endance, educ ions in a -
diness and ea ly dismissals, and posi i e beha -
io al changes. To ensu e he ins umen ’s eli-
abili y, he su ey i ems unde wen es - e es
p ocedu es and we e subjec ed o in e nal con-
sis ency analysis using C onbach’s alpha a a
0.05 le el o signi icance. The compu ed C on-
bach’s alpha coe icien was .880, indica ing a
e y high le el o eliabili y and in e nal consis-
ency o he ins umen (Pallan , 2010). The su -
ey employed a 5-poin Like scale o assess he
ex en o school clinic managemen p ac ices,
wi h co esponding desc ip i e a ings and in e -
p e a ions p o ided in he succeeding sec ion.
2.5. Da a Ga he ing P ocedu e—In he
da a ga he ing p ocedu e o he esea ch p ojec ,
se e al c i ical s eps a e in ol ed, one o which
is he e hical acquisi ion o pe mission o con-
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Scale o Op imizing School Clinic Managemen /Heal h Awa eness
Scale Desc ip i e Ra ing In e p e a ion
4.20 – 5.00 Ve y Ex ensi e
The op imizing school clinic manage-
men /heal h awa eness is always ob-
se ed.
3.40 – 4.19 Ex ensi e
The op imizing school clinic manage-
men /heal h awa eness is o en imes
obse ed.
2.60 – 3.39 Mode a ely Ex ensi e
The op imizing school clinic manage-
men /heal h awa eness is some imes
obse ed.
1.80 – 2.59 Less Ex ensi e
The op imizing school clinic manage-
men /heal h awa eness is a ely ob-
se ed.
1.00 – 1.79 No Ex ensi e
The op imizing school clinic man-
agemen /heal h awa eness is no ob-
se ed.
duc he s udy. This s ep is indispensable o up-
holding undamen al p inciples such as espec ,
anspa ency, and esponsible esea ch conduc .
The guidelines o his p ocess adhe e s ic ly
o he policies o Rizal Memo ial Colleges. As
pa o he o mal eques , esea che s ou line
hei in en ions ega ding da a collec ion, analy-
sis, and dissemina ion, ensu ing alignmen wi h
he o e a ching esea ch goals. Any an icipa ed
conce ns o ques ions om ecipien s a e p oac-
i ely add essed in his communica ion, o e ing
assu ances on e hical sa egua ds, con iden ial-
i y measu es, and he po en ial bene i s o he
s udy. The o mal pe mission eques explici ly
seeks au ho iza ion o p oceed, unde sco ing
he pi o al ole o hei suppo in ensu ing he
esea ch’s success.
Pe mission o Conduc he S udy
In Janua y 2025, p io o he commence-
men o da a collec ion, he esea che secu ed
he necessa y app o als om key au ho i ies, in-
cluding he esea ch ad ise , he Dean o Rizal
Memo ial Colleges, and he op o icials o he
DepEd Da ao de O o Schools Di ision, ollow-
ing he app op ia e ins i u ional p o ocols. This
p ocess in ol ed he submission o a de ailed e-
sea ch p oposal ha clea ly ou lined he s udy’s
design, me hodology, and he po en ial isks
and bene i s. The p oposal also included com-
p ehensi e in o ma ion ega ding he s udy’s
objec i es, da a collec ion p ocedu es, analysis,
and epo ing me hods. Subsequen ly, in Feb u-
a y 2025, he esea che ensu ed ha all pa ic-
ipan s we e ully in o med abou he s udy’s
pu pose, hei igh s, and he scope o hei
in ol emen . In o med consen was ob ained
om all pa icipan s p io o hei inclusion in
he s udy. Du ing he i s week o Feb ua y,
he esea che conduc ed he dis ibu ion and
e ie al o ques ionnai es wi h a s ong empha-
sis on da a accu acy and comple eness. These
ac i i ies we e ca ied ou sys ema ically and
uni o mly, he eby ensu ing he eliabili y and
in eg i y o he da a collec ed om he pa ici-
pan s.
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2.6. Da a Analysis—Mean Sco es and
S anda d De ia ion
The s udy was used o add ess s a emen
p oblems posed in numbe one (1) ex en o
op imizing school clinic managemen , and s a e-
men p oblem numbe wo (2) on he ex en o
s uden ou comes in Compos ela Wes Dis ic ,
Da ao de O o Schools Di ision.
Pea son P oduc -Momen Co ela ion Coe -
icien o Pea son-
Was used o de e mine he s eng h/di ec-
ion o he signi ican ela ionship be ween op i-
mizing school clinic managemen and s uden
ou comes.
Simple Linea Reg ession analysis
Was used o add ess s a emen p oblem num-
be 4, on he indica o s o op imizing school
clinic managemen ha signi ican ly in luence
s uden ou comes (Pallan , 2020). All da a p o-
cessing and analysis we e conduc ed u ilizing
he Je ey’s S a is ics Amazing P og am (JASP)
e sion 0.12.20. Following he yielding o e-
sul s, discussions and in e p e a ions ensued.
3. Resul s and Discussion
This chap e p esen s he s udy’s esul s and o e s a comp ehensi e discussion on he da a
collec ed ega ding he managemen o elemen a y school clinics and i s ela ionship o he heal h
awa eness o lea ne s. The indings a e o ganized based on he esea ch ques ions and objec i es
in he ea lie chap e s. Quan i a i e da a a e analyzed using app op ia e s a is ical ools, while
he quali a i e insigh s, i any, a e in eg a ed o p o ide dep h and con ex ual unde s anding.
In e p e a ions o he da a a e g ounded in he heo e ical and concep ual amewo k o he s udy,
suppo ed by ele an li e a u e.
3.1. Ex en o Elemen a y School Clinic
Managemen —In he Uni ed S a es, he Na-
ional Cen e o Educa ion S a is ics (2022)
epo s ha abou 56% o public schools be-
lie e hey can adequa ely p o ide men al heal h
se ices o s uden s. Howe e , ba ie s such
as s a ing sho ages, limi ed access o licensed
p o essionals, and unding cons ain s emain.
Simila ly, he U.S. Depa men o Educa ion
(2021) highligh s g owing s uden men al heal h
needs and agmen ed se ice deli e y as majo
conce ns, ecommending e idence-based p e-
en ion s a egies and in eg a ed suppo sys-
ems o imp o e school-based men al heal h
ca e. Summa y on he Ex en o Elemen a y
School Clinic Managemen
Table 1 p esen s he ex en o elemen a y
school clinic managemen as pe cei ed by 148
esponden s ac oss ou key domains: access
o heal h ca e, imely esponse o heal h needs,
heal h p omo ion and educa ion ini ia i es, and
heal h equi y and inclusi i y. All componen s
ecei ed mean sco es wi hin he “Ex ensi e”
ange, wi h Timely Response o Heal h Needs
ob aining he highes mean sco e (M = 4.03),
ollowed closely by Heal h Equi y and Inclu-
si i y (M = 3.99), Access o Heal h Ca e (M
= 3.98), and Heal h P omo ion and Educa ion
Ini ia i es (M = 3.87). The o e all mean o 3.96
indica es ha elemen a y school clinic man-
agemen is ex ensi ely implemen ed and e i-
den ly in eg a ed in o he ope a ional and well-
ness amewo k o he schools su eyed. This
sugges s ha school clinics e ec i ely deli e
essen ial heal h se ices, main ain esponsi e-
ness, p omo e wellness educa ion, and uphold
inclusi i y and equi y.
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Table 1. The Ex en o Elemen a y School Clinic Managemen
No. School Clinic Managemen n Mean
Desc ip i e In e -
p e a ion
1 Access o Heal h Ca e 148 3.98 Ex ensi e
2
Timely Response o Heal h
Needs
148 4.03 Ex ensi e
3
Heal h P omo ion and Educa-
ion Ini ia i es
148 3.87 Ex ensi e
4 Heal h Equi y and Inclusi i y 148 3.99 Ex ensi e
O e all
Mean
148 3.96 Ex ensi e
Legend. Ve y Ex ensi e = Always Obse ed; Ex ensi e = O en imes Obse ed; Mode a ely
Ex ensi e = Some imes Obse ed; Less Ex ensi e = Seldom Obse ed; & No Ex ensi e = Ne e
Obse ed.
These indings a e co obo a ed by global
and egional s udies emphasizing he c i ical
ole o comp ehensi e school heal h sys ems.
Acco ding o he Wo ld Heal h O ganiza ion
(2024), schools ha adop a whole-school ap-
p oach o heal h, ancho ed in equi able access,
imely ca e, and educa ion, end o epo be -
e s uden heal h ou comes and imp o ed aca-
demic engagemen . Solcz and F obom (2024)
asse ha school-based heal h cen e s p io i iz-
ing in eg a ed se ices and p oac i e heal h ed-
uca ion con ibu e o imp o ed p e en i e ca e
and educed absen eeism a es. Fu he mo e,
esea ch by Aleg
´
ıa e al. (2022) highligh s ha
schools ha p omo e inclusi e clinic manage-
men p ac ices, pa icula ly hose ocused on
unde se ed popula ions, expe ience g ea e s u-
den us and heal h-seeking beha io . These
s udies alida e he su ey esul s, demons a -
ing ha s ong school clinic managemen sys-
ems a e essen ial in ad ancing lea ne well-
being and holis ic de elopmen .
3.2. Ex en o Heal h Awa eness o Lea n-
e s—Heal h awa eness among lea ne s e e s
o hei unde s anding, a i udes, and p ac ices
ela ed o physical, men al, and emo ional well-
being. I encompasses knowledge o pe sonal
hygiene, nu i ion, disease p e en ion, physi-
cal ac i i y, and he abili y o make in o med
heal h- ela ed decisions. The ex en o lea n-
e s’ heal h awa eness e lec s how e ec i ely
hey apply hese concep s in hei daily li es
wi hin and beyond he school se ing. Bo h o -
mal ins uc ion and exposu e o school-based
heal h p og ams and se ices o en shape he
de elopmen o heal h awa eness. Acco ding
o he Wo ld Heal h O ganiza ion (2024), ea ly
heal h educa ion deli e ed consis en ly h ough
schools is c i ical in cul i a ing li elong heal h-
p omo ing beha io s. Lea ne s egula ly en-
gaged in heal h educa ion ini ia i es, such as
wellness campaigns, pee -led discussions, and
in e ac i e lessons, a e likelie o demons a e
heigh ened heal h consciousness. Fu he mo e,
as Solcz and F obom (2024) no ed, school en-
i onmen s ha in eg a e clinic se ices wi h
s uc u ed heal h ins uc ion signi ican ly im-
p o e lea ne s’ heal h li e acy and p oac i e
heal h beha io s. These indings highligh he
impo ance o sus ained and inclusi e heal h ed-
uca ion e o s in os e ing well-in o med and
heal h-conscious lea ne s. Summa y on he Ex-
en o Heal h Awa eness o Lea ne s
Table 2 p o ides a summa y o he lea ne s’
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