Integrating Holistic MAPEH Instruction and Youth Development Programs to Promote Well-Being and Social Responsibility in Secondary Education

Authors

  • Roderick Rosaros N/A Author

DOI:

https://doi.org/10.64358/sih.v2i1.55

Keywords:

holistic education, MAPEH, youth development programs, student well-being, social responsibility, secondary education

Abstract

Holistic education has gained increasing attention as schools respond to learners’ academic, physical, emotional, and social needs. In the Philippine secondary education context, Music, Arts, Physical Education, and Health (MAPEH) serves as a key learning area that inherently supports whole-child development. Parallel to this, youth development programs such as scouting initiatives and drug-prevention advocacy reinforce values formation, leadership, and civic responsibility. This study examined how the integration of holistic MAPEH instruction and school-based youth development programs contributes to students’ well-being and social responsibility. Using a mixed-methods design, data were collected from secondary school students and teachers through surveys, focus group discussions, and classroom observations. Quantitative results indicated significant associations between integrated instructional practices and learners’ physical well-being, emotional regulation, and prosocial behaviors. Qualitative findings revealed that experiential MAPEH activities and co-curricular youth programs fostered discipline, teamwork, and community awareness. The study concludes that aligning curriculum-based MAPEH instruction with structured youth development programs strengthens holistic learner outcomes and supports the broader goals of character education and social responsibility in secondary schools.

References

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Published

2026-05-23

Issue

Vol. 2 No. 1 (2026): Studies in Interdisciplinary Horizons

Section

Articles

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