Academic, Psychosocial, and Socioeconomic Needs of Students at Risk: Implications for School, Family, And Community-Based Interventions

Abstract

This qualitative documentary study analyzed the academic, psychosocial, and socioeconomic needs of students at risk documented in a previously completed University of Rizal System mixed-methods research report. The source research included 165 survey respondents with general weighted averages of 75–79 and 10 interview participants selected with averages below 75. The present study did not recruit those participants or reanalyze their individual-level data. Using a structured, deductive document-analysis matrix, reported findings were classified by needs domain and translated into potential school-, family-, and community-based responses. Academic needs concerned study routines, instructional guidance, learning environments, and resource access; psychosocial concerns included avoidance-oriented coping and academic disengagement; and socioeconomic concerns included financial barriers to learning materials and constraints on parental academic assistance. A proposed integrated intervention framework prioritizes tutorial and study-skills support, family learning guidance, teacher instructional support, coping-skills education, and resource-access partnerships. The source report does not independently establish a need for specific livelihood courses, clinical counseling, or gender-related seminars. Because the evidence derives from one historical manuscript, the framework requires stakeholder consultation, feasibility assessment, and prospective evaluation. The contribution is a transparent secondary synthesis and intervention logic, not newly measured prevalence or program effectiveness