The Office of the Graduate School, through the Master of Arts in Education major in Guidance and Counseling (MAED-GC) and the Master of Arts in Psychology major in Counseling Psychology (MA CP) programs, held an Enhancement Activity focused on a critical yet often unspoken issue affecting the academic performance and well-being of students on October 11, 2025.
The session titled “The Impact of Family Conflict on the Academic Performance and Interpersonal Relationships of Students” featured an esteemed Guidance Counselor from De La Salle University, Manila, Ms. Marissa C. Pascual, RGC, RPm.
The webinar aimed to shed light on how family conflict influences academic and relational outcomes, apply family systems and Filipino Indigenous Theories to real-life student cases, identify stress and emotional pathways within family conflict, and learn about culturally sensitive, evidence-based interventions. Navigating from the groundwork foundational definitions to specific, culturally-relevant stressors, equipping attendees with theoretical and application lenses to better understand and address student issues, was covered in the webinar.
Ms. Pascual believed that students’ family conflict and emotional climate at home shaped their focus, relationships, and resilience in school. She elaborated that when a student’s mind is preoccupied with instability at home, their ability to concentrate on academic tasks is severely compromised. Delving into the Filipino context, Ms. Pascual discussed how cultural values can intensify the student’s silent burden. The concepts like pakikisama (getting along) and the fear of bringing hiya (shame) to the family can prevent students from speaking out about their struggles. She explained that within the Filipino family system, where loyalty and togetherness are paramount, a student often feels responsible for maintaining peace, forcing them to internalize their distress. This cultural pressure creates a complex layer of silence that educators and counselors must be sensitive to.
Linking these internal pressures to tangible outcomes, academically, this can manifest as chronic absenteeism, a sudden drop in grades, or a visible lack of participation. In terms of interpersonal relationships, Ms. Pascual noted two common pathways: some students may withdraw from their peers and become isolated. In contrast, others might exhibit aggression or disruptive behavior as an unconscious outlet for their frustration. These actions, she emphasized, are often symptoms of a deeper issue, not character flaws.
Beyond diagnosis, the session focused heavily on actionable solutions. Ms. Pascual advocated for creating a “culture of compassion” within schools, where teachers are trained to recognize signs of distress. She recommended proactive, non-judgmental check-ins and emphasized the Guidance Office’s role as a haven. For interventions, she suggested techniques rooted in empathy and validation, helping students identify and express their emotions while developing healthy coping mechanisms without compromising their family’s privacy.
The webinar ended with a guided kindness meditation by Ms. Pascual, grounding the discussion in a shared practice of empathy. She also left the audience with a crucial reminder that our first role is not to fix their family, but to support the student and empower them with resilience. This is an important professional boundary and a way to acknowledge and embrace one’s limitations effectively. Ultimately, she offered a hopeful perspective shift, advising that every conflict should be seen as an invitation for connection.
Prepared by:
Annielyn O. San Andres
MAED -GC, AdNU
