i

DISCOVERING THE IMPACT OF TOXIC RELATIONSHIP ON

EMOTIONAL WELLNESS OF GRADE 12 STUDENTS IN AMA CLC PACO

A Research Paper Presented to the Faculty of Senior High School

AMA Computer Learning Center - Paco

In Partial Fulfillment the Subject Requirements in

INQUIRY, INVESTIGATION AND IMMERSION

Alvarez, Athea Flora Casandra

Compas, [Link]

Ms. Anisah Malmal

Research Adviser
May 2024

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 ii

TABLE OF CONTENTS

TITLE PAGE i

TABLE OF CONTENTS ii

CERTIFICATION v

APPROVAL PAGE vi

ACKNOWLEDGEMENT vii

DEDICATION PAGE viii

1. INTRODUCTION

Background of the Study 1

Statement of the Problem 7

Scope and Limitations 8

Significance of the Results of the Study 9

Definition of terms 10

2. REVIEW OF RELATED LITERATURE

Local Studies 12

Foreign Studies 13

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 iii

3. METHODOLOGY

Research Design 16

Research Locale 17

Research Participants 17

Sampling Technique 18

Research Instrument 18

Data Gathering Procedure 19

4. PRESENTATION, ANALYSIS & INTERPRETATION

The Negative Impact of a Toxic Relationship of 23

Students in terms of Emotional Wellness, Academic

Performances, Physical Performances, and

Motivation

The Impact of Toxic Relationships on the Academic 31

Performance and Overall Success of the Respondents

The challenges encountered 34

by the respondents while experiencing a

Toxic Relationship

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 iv

5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary 37

Conclusion 39

Recommendations 40

REFERENCES 41

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 v

CERTIFICATION

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 vi

APPROVAL SHEET

Approved by the Committee on Oral Examination on May 20-24, 2024 with the
grade of ____________________.

________________________ ________________________
MS. ELEN MAE DELFIN MS. PINKY F. MENDOZA
School Registrar School Director

Accepted as partial fulfillment of the requirements in INQUIRY,

INVESTIGATION, AND IMMERSION.

____________________________
MS. ANISAH M. MALMAL
Research Adviser

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 vii

ACKNOWLEDGMENT

The researchers would like to acknowledge and express immeasurable gratitude and

appreciation to God Almighty for guiding them during the conduct of this study.

We would like to thank our research teacher Anisah Malmal for her patience in

discussing and checking our papers on our study.

For the participation of Grade 12 students in sections A and B by sharing their

opinions on our study.

Special thanks to our beloved panelists For the knowledge they shared to adjust

and correct our studies during the research defense [Link] Mae Delfin and Mrs. Pinky

Mendoza

For the cooperation and unity, fellow researchers we completed the requirement in

the Research subject.

With this, the researchers would like to express their sincerest gratitude, appreciation,

and acknowledgment for without them this study wouldn’t be possible.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 viii

DEDICATION

In the pursuit of this research endeavor, their deepest appreciation goes to those

whose contributions have enriched their journey. To their mentors and educators, whose

wisdom and guidance have shaped their understanding and fueled their passion for

knowledge, they extend heartfelt gratitude.

They are also grateful for the unwavering support of their friends and family

members. The encouragement and belief in their abilities provided by their loved ones

have been a source of strength throughout this endeavor.

Their thanks are also extended to the research participants who generously shared

their experiences and insights. The willingness of the participants to contribute has been

invaluable in shedding light on the complexities of the study.

Their hearts are filled with gratitude to the almighty God, whose grace and divine

guidance have illuminated their path and provided strength and wisdom throughout this

research journey.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 ix

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 1

CHAPTER I
THE PROBLEM AND ITS BACKGROUND

This chapter includes the background of the study, statement of the problem,

assumption, scope and limitation, significance of the study, and the definition of terms

used.

INTRODUCTION

Toxic relationships are a widespread issue in our modern society, affecting

individuals of all ages and backgrounds. Among the demographics most at risk are

students, whose emotional well-being is crucial to their personal development and

academic success. Therefore, it is essential to recognize and address the harmful impact

of toxic relationships on students' emotional health.

Toxic relationships can have significant negative impacts on our mental health.

When we refer to toxic relationships, we typically mean relationships characterized by

unhealthy dynamics, such as manipulation, emotional or physical abuse, excessive

control, and lack of respect or boundaries. Inevitably, toxicity can cause changes in

behavior and personality. If you’re a victim of a toxic relationship, you may often feel

anxious and depressed, or become withdrawn. This could lead to feelings of anger, cause

you to become defensive, or provoke feelings of aggression. It is not uncommon for

people in a toxic relationship to start exhibiting toxic behavior themselves as a coping

mechanism – which can make it difficult to form healthy relationships in the future.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 2

Exploring the scientific aspects of toxic relationships provides deeper insight into

the mechanisms behind their detrimental effects. The complex interplay of neurobiology,

psychology, and social dynamics sheds light on why toxic relationships can have such a

profound impact on mental well-being.

The effects of toxic relationships can persist long after the relationship has ended.

Individuals may struggle with feelings of low self-esteem and anxiety, which can impact

their ability to form healthy relationships in the future. Seeking help from a mental health

professional can be beneficial in addressing the impact of toxic relationships and building

healthy coping mechanisms.

The emotional well-being of students is paramount as it directly influences their

mental health and overall welfare. It plays a pivotal role in their academic achievements,

aiding in their focus, learning, and success. Moreover, emotional wellness contributes to

the cultivation of robust relationships and social ties, nurturing a sense of belonging. It

equips students with resilience and coping mechanisms, enabling them to effectively

navigate challenges and setbacks. Emotional wellness fosters self-awareness and self-

expression, empowering students to comprehend and articulate their emotions.

Ultimately, it elevates the overall life quality for students, leading to joy, fulfillment, and

personal development.

Toxic relationships create mental strain and stress, even all-out health problems.

Our emotions and nervous systems can only handle so much. This study found that toxic

relationships increased anxiety and stress disorders, while healthy relationships decreased

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 3

anxiety and stress disorders. It’s crucial to spot the early signs and symptoms of toxic

relationships related to anxiety and stress.

In recent years, there has been an increasing acknowledgment of the harmful

consequences of toxic relationships on individuals' mental health and overall happiness.

However, there has been a lack of specific research on how toxic relationships affect

students' emotional well-being in educational environments. This study seeks to address

this gap by examining the adverse effects of toxic relationships on students' emotional

wellness and offering valuable insights for educators, parents, and mental health

professionals.

The current research concern entails the necessity to comprehend and tackle the

adverse effects of toxic relationships on students' emotional well-being. Toxic

relationships may present themselves in a multitude of ways, including abusive

friendships, controlling romantic involvements, or manipulative teacher-student

interactions. Such associations can engender a spectrum of negative emotions and impede

students' capacity to flourish both academically and emotionally.

According to this study, those who were in toxic relationships were at greater risk

of developing heart problems, including dying from heart attacks and strokes, than those

whose close relationships were not negative. Humans haveadapted something called

conserved transcriptional response to adversity (CTRA), a type of gene expression that’s

associated with inflammation and low immunity. If you were being chased by a predator,

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 4

CTRA allows for some helpful short-term benefits, such as increased healing, physical

recovery, and the increased likelihood of survival.

Previous research entitled "PerilakuKomunikasi Toxic Friendship" by Wadji

(2021) explained toxic friendships that begin with communication. The paper provides

extensive insights into communication behaviors as suggested by its title. However, it

lacks an exploration of specific actions resulting from toxic communication, along with

data demonstrating its impact on individuals. But so far the previous author has

explained in detail and contains fairly complete explanations of that readers can

understand what and how toxic communication occurs. Previously, toxic communication

was divided into verbal communication consisting of vowels (spoken language), non-

vowels (written) and non-verbal vowels (Tone of voice, sigh, screams, vocal quality),

and non-vocal (Gestures, Movements, Appearances, facial expressions).

The purpose of this study is to investigate the frequency, characteristics, and

impact of harmful interpersonal connections among students in educational

environments. Through the utilization of student surveys, the study seeks to acquire a

better understanding of the particular difficulties encountered by students and the

measurable influence of toxic relationships on their emotional health. Furthermore, the

research will delve into potential tactics and actions that can assist students in managing

and surmounting toxic relationships, thereby fostering their emotional well-being and

academic achievement.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 5

This study aims to expand current knowledge by offering a thorough examination

of the adverse effects of toxic relationships on the emotional well-being of students. It

will assess pertinent literature, incorporating research on the experiences and

repercussions of psychopathy in individuals subjected to toxic relationships. Furthermore,

the paper will scrutinize the influence of toxic friendships on students' psychological

well-being and the relational challenges encountered by students in institutions of higher

education.

The study will employ a quantitative research methodology, using surveys to

gather data from students. The gathered data will undergo analysis to uncover patterns,

frequency rates, and the measurable impact of toxic relationships on the emotional well-

being of students. This analysis will yield a valuable understanding of the particular

difficulties experienced by students and will guide the creation of tailored interventions

and support structures.

Although having relationships with friends and family is important to a teenager’s

mental health, it is just as important to recognize and address toxic relationships. Toxic

relationships contribute to higher levels of stress and anxiety, decrease confidence, and

can be manipulative. These relationships can become sources of dread for teenagers, as

opposed to something to confide in and look forward to. Being alone is not always the

same thing as being lonely, a crucial difference for teens to realize when trying to leave a

toxic relationship behind.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 6

In conclusion, this research aims to uncover the negative impact of toxic

relationships on the emotional well-being of students within educational settings. By

exploring the prevalence, dynamics, and consequences of toxic relationships, we can

develop a deeper understanding of the challenges faced by students and the quantitative

effects of toxic relationships on their emotional well-being. The findings of this research

will contribute to the existing body of knowledge and provide valuable insights for

educators, parents, and mental health professionals, enabling them to create a safer and

healthier environment for students to thrive academically and emotionally.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 7

STATEMENT OF THE PROBLEM

The negative impact of toxic relationships on the emotional wellness of students

is a pressing issue that needs to be addressed. Toxic relationships can occur among peers,

romantic partners, or even within family dynamics. The emotional well-being of students

can be significantly affected by such toxic relationships, leading to various negative

consequences. Specifically, it aimed to address the following questions:

1. What are the negative impact of toxic relationship in students in terms of:

1.1 Emotional Wellness

1.2 Academic Performance

1.3 Physical Wellness

1.4 Motivation

2. How can toxic relationships impact the academic performance and overall

success of the respondents?

3. What are the challenges encountered by the respondents while experiencing a

Toxic Relationship?

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 8

SCOPE AND LIMITATIONS

This study focuses on exploring the negative impact of toxic relationships on the

emotional wellness of students within educational settings. It aims to examine the

prevalence, dynamics, and consequences of toxic relationships using a quantitative

research approach. By collecting data through surveys from 15 random students both

male and female, the study aims to contribute to the existing knowledge on student

mental health and inform interventions that promote healthy relationships.

The findings may be specific to the sample and context in which the research is

conducted, limiting their generalizability to other populations or settings. Additionally,

the reliance on self-reporting data may introduce biases or inaccuracies. The cross-

sectional design of the study may restrict the ability to establish causal relationships

between toxic relationships and emotional wellness. Ethical considerations regarding

participant well-being and the potential for distress should be carefully addressed

throughout the research process. Furthermore, while the quantitative approach provides

valuable insights, it may not capture the full complexity and nuances of students'

experiences with toxic relationships.

The time scope would be the school year 2023-2024 2nd semester in AMA CLC

PACO 934-936 Pedro Gil Cor. [Link] St., Malate Manila.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 9

SIGNIFICANCE OF THE STUDY

The conducted study has great knowledge for students, future researchers, and

people who will aim this study:

Teacher: They are the people who will understand and know the situation of the

study who will be suffering from this case study.

Students: They will learn from this study what the possible outcomes are and

what will happen if the person is in a Toxic relationship. They will understand the

negative impact of the relationship by conducting the research study.

Researcher: The researcher will search and find the result and understand why

Toxic relationships are harmful to students’ emotional well-being. They will find out the

possible reason for the student suffering from this.

Family: They can benefit from the study by gaining awareness of the negative

impacts and learning how to support their loved ones effectively,

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 10

DEFINITION OF TERMS

Toxic Relationships: Refers to interpersonal connections characterized by

negativity, manipulation, and an imbalance of power, which have detrimental effects on

the emotional well-being of the respondents involved.

Emotional Wellness: The state of the respondent's emotional well-being,

encompassing aspects such as self-awareness, emotional balance, resilience, and the

ability to cope with stressors in a healthy manner.

Negative Impact: The adverse effects or consequences or result of this study.

Interpersonal Relationships: These are social connections and interactions

between respondents such as friendships, romantic relationships, familial relationships, or

relationships with teachers and peers.

Academic Success: The achievement and attainment of educational goals and

objectives. Of the respondents that includes factors such as high grades, completion of

assignments and projects, active participation in class, and overall academic performance.

Manipulation: Refers to the act of influencing or controlling student's thoughts,

feelings, or behaviors through deceptive or unfair means. In this study relationships,

manipulation often involves tactics aimed at gaining power and control over the other

person.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 11

Dynamics: The patterns, interactions, and behaviors that shape the functioning of

toxic relationships, including power dynamics, communication styles, and the overall

quality of the relationship.

Prevalence: Frequency or extent to which toxic relationships occur within the

population of students in educational settings.

Mental Health: A person's emotional, psychological, and social well-being,

encompassing their ability to cope with stress, maintain positive relationships, and make

meaningful contributions to society.

Emotional: having feelings that are easily excited and openly displayed, Feel of

the respondents

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 12

CHAPTER II

REVIEW RELATED LITERATURE

In this chapter, the researchers will delve into existing research related to our

topic. By looking at previous studies, foreign studies, and local studies. .

LOCAL STUDIES

In 2019, a study named "Student Involvement, Mental Health, and Quality of Life

of College Students in a Selected University in Manila, Philippines" brought to light the

detrimental effects that toxic relationships have on students' general quality of life and

mental health. College students who are in toxic relationships—which are marked by

manipulation, control, and disrespect—have lower self-esteem, more stress and anxiety,

and compromised mental health. Stress levels rise along with feelings of loneliness and

isolation as a result of these unfavorable interactions. Toxic relationships also make it

harder to succeed academically because they lower motivation, make it difficult to focus,

and discourage students from participating in class. The report stresses that to safeguard

students' mental health and general well-being, toxic connections within the school

setting must be addressed and mitigated.

The study titled "THE IMPACT OF INFIDELITY ON FILIPINO FAMILY

DYNAMICS AND YOUNG ADULT FILIPINO'S SELF-CONCEPT" (2021) explores

the effects of parental infidelity on family dynamics and the self-concept of young adult

Filipinos. It focuses on the negative impact of toxic relationships within the family and

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 13

how it affects the mental health of the children involved. According to the study,

children's mental health suffers when their parents cheat on them. When adultery is

discovered, young adults experience emotional trauma, low self-esteem, stress, anxiety,

and sadness. Along with these emotions, they could feel betrayed, angry, confused, and

lost. The study also shows that children may emotionally cut themselves apart from their

families as a coping strategy for the stress brought on by the adultery. Their mental health

may suffer as a result of this emotional estrangement. Furthermore, children's mental

health may suffer more as a result of betrayed parents projecting their resentment and

fury onto their offspring. In conclusion, the study highlights the detrimental effects that

toxic relationships—particularly parental infidelity—have on young adult Filipinos'

mental health.

FOREIGN STUDIES

Raquel Peel and Natalie Ward's (2022) study explores the negative impact of

toxic relationships on students' mental health. They examine various aspects of these

relationships, including poor relationship quality and the consequences of break-ups. The

research highlights the significant correlation between toxic relationships and adverse

mental health outcomes, such as academic failure and financial burden. Peel and Ward

emphasize the importance of addressing these issues to support students' overall well-

being and academic success. Their findings shed light on the challenges students face in

navigating toxic relationships and provide valuable insights for interventions and support

systems promoting healthier relationship dynamics.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 14

Serafina Trixi Esperanza, Nur Siva, Ida Ayu Putri Saraswati, et al.,“The Effect of

Toxic Friendship on Students' Mental Health” (2023). According to this study, the

presence of toxic relationships within friendships does not significantly impact the mental

health of students belonging to Fikomm Students Class 21. The analysis encompassing

both male and female respondents reveals a consensus that the existence of toxic

friendships does not exert discernible effects on the mental well-being of individuals

enrolled in the Faculty Communication and Multimedia Sciences Class of 2021.

Consequently, the investigated variables demonstrate a lack of potential to influence toxic

relationships within friendships, thereby minimizing their potential impact on mental

health. The implications underscore the importance of discernment in cultivating

relationships, emphasizing the necessity to refrain from engaging in detrimental and

harmful friendships. The study advocates for fostering positive connections that

contribute to personal growth and positive change while concurrently encouraging the

collective construction and enhancement of spiritual well-being.

"Phenomenological Studies: Adolescent Toxic Relationships" (2022) suggests

that adolescents often experience unpleasant situations in toxic relationships, influenced

by both internal and external factors. Internal factors, such as the need for a sense of

security, and external factors, such as coercion from the surrounding environment,

contribute to the occurrence of toxic relationships among adolescents. The study offers

guidance to adolescents who are thinking about engaging in romantic partnerships. It

highlights the necessity of taking the time to get to know the possible partner's

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 15

personality and temperament, avoiding rash decisions, and considering the implications

of getting into a relationship. Furthermore, the study recommends that adolescents pay

attention to the attitudes and treatment they receive from their partners. If poor treatment

continues even after discussing the matter, the study recommends making decisions to

avoid potentially toxic connections. It highlights the value of self-respect and prioritizing

one's health. The study emphasizes the importance for adolescents to be aware of the

elements that contribute to toxic relationships and to prioritize their well-being. It

highlights the significance of knowing the consequences.

Toxic relationships, as Erin Sweeney (2021) points out, can have a significant

impact on mental health, frequently worse than being alone. While having someone by

your side may appear to be easier at first, toxic relationships, particularly among

teenagers, can cause more difficulties than they solve. These interactions cause anxiety,

stress, and doubt, resulting in low self-confidence and emotions of self-worth.

Furthermore, manipulation and subtle deception are typical in toxic relationships, making

it difficult to recognize the problem. As a result, recognizing and treating toxic issues in

relationships is critical for maintaining mental health. It is critical for kids to understand

that being alone does not imply loneliness, and to prioritize their well-being by leaving

unhealthy relationships behind.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 16

CHAPTER III
METHODOLOGY

This chapter presents a description of the research design selection and

description of respondents, research locale, sampling techniques, research instruction,

and data gathering procedure.

RESEARCH DESIGN

In this study, a qualitative research design was implemented to investigate the

impact of toxic relationships on the emotional wellness of Grade 12 students at AMA

CLC PACO. Qualitative research focuses on exploring human experiences, perceptions,

and behaviors in-depth, allowing researchers to uncover the underlying meanings that

shape individuals' realities.

As emphasized by Creswell (2013), qualitative methodologies aim to capture the

complexity of human experiences by delving into the lived experiences of individuals. By

utilizing qualitative approaches such as surveys, focus groups, or observations, this study

aims to gain a comprehensive understanding of how students perceive and experience

toxic relationships, as well as the emotional effects these relationships have on their well-

being. Furthermore, it highlights the importance of qualitative research in capturing the

nuances and intricacies of human experiences, providing researchers with a deeper

insight into the subjective interpretations and meanings attributed to these experiences.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 17

RESEARCH LOCALE

The research study was conducted at AMA Computer Learning Center (CLC)

PACO, a distinguished educational institution renowned for its commitment to providing

quality education and training across various fields. As part of the AMA Education

System, a network of schools and colleges in the Philippines, AMA CLC PACO offers a

diverse array of academic programs and technical courses, including ABM, HUMSS,

GAS, TVL-HE, and ICT. Situated at Pedro Gil St. in Paco, Manila, within the 1004

Metro Manila area, AMA CLC PACO serves a student population of 302 individuals,

contributing to its vibrant academic community and fostering a conducive environment

for learning and growth.

RESEARCH PARTICIPANTS

The research participants were Grade 12 students both female and male enrolled

in AMA CLC PACO. These students formed the core group of participants who shared

their experiences, perceptions, and emotions related to toxic relationships and their

impact on emotional wellness. The participants were selected based on their willingness

to participate in the study and their firsthand experiences with toxic relationships. By

engaging Grade 12 students as participants, the research aimed to capture a diverse range

of perspectives and narratives, shedding light on the various ways in which toxic

relationships manifest and influence emotional well-being among students at AMA CLC

PACO.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 18

SAMPLING TECHNIQUE

In this qualitative research study on the impact of toxic relationships on the

emotional wellness of Grade 12 students at AMA CLC PACO, the sampling technique

utilized was purposive sampling, a method categorized under non-probability sampling

techniques.

According to Creswell (2013), purposive sampling is a strategic approach that

enables researchers to deliberately choose participants who can provide in-depth

information and perspectives on the phenomenon under investigation, enhancing the

richness and depth of the qualitative data collected. By employing purposive sampling in

this study, researchers aimed to select Grade 12 students with relevant experiences of

toxic relationships to gain a comprehensive understanding of how these relationships

impact emotional wellness.

RESEARCH INSTRUMENT

This survey questionnaire aims to explore the impact of toxic relationships on the

emotional wellness of Grade 12 students at AMA CLC PACO. It is designed to gather

insights into how toxic relationships can affect students' emotional well-being, academic

performance, and overall success.

The questionnaire ensures confidentiality and emphasizes that responses will be

used solely for academic research on toxic relationships and emotional wellness. It

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 19

comprises eight questions covering a range of aspects, including personal experiences of

negative effects, hindrance in academic performance, specific negative impacts on

emotional wellness, academic performance, physical wellness, and motivation, overall

success, lasting effects on emotional wellness as well on academic performance, and

challenges faced.

DATA GATHERING PROCEDURE

During the school year 2023-2024 at AMA CLC PACO, the study commenced

with the preparation of a formal request to conduct the research. The researchers

meticulously developed a questionnaire checklist, which underwent validation by the

subject professor to ensure its appropriateness and efficacy. The researchers dedicated

time to elucidating the importance of the participant's contributions to the study and

clarified any terms or concepts to guarantee a comprehensive understanding. Stressing

the significance of integrity, the researchers urged the participants to provide their

responses candidly.

Employing a purposive sampling approach, the researchers subjectively selected

the sampling units, aligning with the study's focus on the impact of toxic relationships on

the emotional wellness of Grade 12 students at AMA CLC PACO. Upon completion of

the questionnaire, the researchers meticulously gathered and tabulated the data for

analysis. Seeking guidance from some experts in the field, the researchers identified the

appropriate statistical methods for analysis and interpretation. Based on the analyzed

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 20

data, the researchers derived conclusive insights and recommendations to enhance the

study's findings.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 21

Chapter IV

PRESENTATION, ANALYSIS & INTERPRETATION

This chapter focuses on presenting, analyzing, and interpreting the data gathered to

understand the impact of toxic relationships on emotional wellness.

Demographic Profile of the Respondents

Respondents’ Section

Grades 12 Respondents Percentage

12-A 6 40%

12-B 9 60%

Total 15 100%

The table shows the number and percentage of respondents in AMA CLC Paco.

This shows that out of 15 Students/Respondents, 6 belonged to Grade 12 Section A and

that was 40%, the remaining 9 respondents with 60% belonged to Grade 12 Section B.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 22

The majority of our Respondents are from Grade 12 Section B while the rest are

from Grade 12 Section A.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 23

INTRODUCTION

In this chapter, the results of the study gathered by the researcher are presented and

discussed with reference to the aim of the study, which was to determine the impact of

toxic relationships on the emotional wellness of Grade 12 students in AMA CLC PACO.

Sub-Problem 1. The Negative impact of a toxic relationship on students interms of

Emotional Wellness, Academic Performances, Physical Performances, Motivation.

Table 1 Experienced towards negative effects on emotional well-being due to toxic

relationships.

Themes Participants Selected Responses

R4, R5, R6, R7, R8, R10, R7: “Yes, I experienced a

R13, R14, R15 toxic relationship with my

● Experienced
ex our relationship was

extremely toxic and

stressful.”

R8: “Family and Friends”

● Kind of Relationship R5, R8, R10

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 24

Table 1 shows the experiences of the students with negative effects on emotional

well-being due to toxic relationships. This was categorized into two (2) themes,

Experienced and Kind of Relationships. Respondent - 7 shared, "Yes, I experienced a

toxic relationship with my ex; our relationship was extremely toxic and stressful." This

highlights the firsthand experience of a toxic relationship and its detrimental impact on

emotional well-being. Additionally, Respondent - 8 mentioned "Family and Friends,"

indicating that toxic relationships can extend beyond romantic relationships to include

dynamics with family members and friends. These responses provide insights into the

varied experiences and sources of toxic relationships that can significantly affect

individuals' emotional well-being.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 25

Table 2 The perspective that toxic relationships hindered academic performance.

● Agrees R1, R3, R4, R5, R6, R7, R9: “Yes, because it affects

R8, R9, R10, R11, R12, your mental health.”

R13, R14, R15

R2
R2: “Depending on how
● Depends
individuals manage their

time, emotion, and

priorities.”

Table 2 illustrates the perspectives on how toxic relationships impact academic

performance. The table categorizes responses into two themes: "Agrees" and "Depends."

Participants who agree that toxic relationships hinder academic performance include R1,

R3, R4, R5, R6, R7, R8, R9, R10, R11, R12, R13, 14, and 15. On the other hand,

participant R2's response falls under the theme "Depends." For instance, R9 stated, "Yes,

because it affects your mental health," highlighting the negative influence of toxic

relationships on mental well-being. In contrast, R2 expressed, "Depending on how

individuals manage their time, emotion, and priorities," suggesting that the impact of

toxic relationships on academic performance may vary based on individual coping

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 26

strategies and prioritization. This table showcases the diverse perspectives on the

relationship between toxic relationships and academic success, emphasizing the complex

interplay between personal management and the effects of toxic dynamics on academic

performance.

Table 3 The negative impact of a toxic relationship on students in terms of emotional

wellness

Themes Participants Selected Response

• Causes stress, R2, R3, R5, R7, R8, R10, R12: “Stress and having a

depression, and R11, R12, R15 mental illness like

anxiety anxiety”.

• Negative Impact R1, R7, R8, R11, R12, R15

R7: “Toxic relationships

can have a negative impact

on one’s mental health and

overall well-being”.

Table 3 shows valuable insights into the impact of toxic relationships on

individuals' well-being, categorized into two themes. Respondent - 7 shared, "Toxic

relationships can have a negative impact on one’s mental health and overall well-being,"

highlighting the detrimental effects of such relationships. The acknowledgment of the

profound influence of toxic relationships on mental well-being underscores the

importance of recognizing and addressing the emotional toll that these dynamics can

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 27

impose on individuals. In contrast, Respondent - 12's mention of experiencing "Stress and

having mental illnesses like anxiety" provides a personal insight into the emotional

challenges faced within toxic relationships. This candid disclosure sheds light on the

complex interplay between stress, mental health issues, and the strain imposed by toxic

relationship dynamics, emphasizing the critical need for support and understanding in

navigating such difficult circumstances.

Table 4 The negative impact of a toxic relationship on students in terms of academic

performance

Themes Participants Selected Response

● Having low grades R3, R5, R7, R8, R9, R11, R12: “Dropping grades in

R12, R13, R14 school”

R10: “Can’t focus on your

schoolworks”
● Lack of focus R1, R10, R11, R13, R15

Table 4 illustrates the negative impact of toxic relationships on students in terms

of academic performance. For instance, Respondent - 12 mentioned "Dropping grades in

school" under the theme of academic performance. In relation to the theme of "lack of

focus," Respondent - 10 expressed, "Can’t focus on your schoolworks," highlighting the

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 28

challenges students face in maintaining concentration and productivity in their academic

tasks.

Table 5 The negative impact of a toxic relationship on students in terms of physical

wellness

Themes Participants Selected Response

● Negative impact on R1, R3, R5, R8 R1: “Can't eat properly”

eating patterns

● Unhealthy body
R1, R4, R7, R8, R9, R10, R4: “I've gained weight

R12, R15 significantly because of

toxic relationship”

In Table 5 on Physical Wellness, insights are provided into the negative impact of

toxic relationships on eating patterns and overall physical health. Respondent - 1

highlighted the challenge of maintaining proper eating habits by expressing "Can't eat

properly," indicating a disruption in their food consumption. Additionally, Respondent -

4 shared, "I've gained weight significantly because of toxic relationship," emphasizing

the physical consequences of such detrimental connections on individuals' well-being.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 29

Table 6 The negative impact of a toxic relationship on students in terms of motivation

Themes Participants Selected Response

● Loss of motivation R1, R2, R3, R4, R6, R7, R4: “I've lost motivation

R8, R9, R10, R11, R13, because of a toxic

R14 relationship.”

R2, R3, R6, R12, R13 R2: “Toxic relationships

● Feeling drained/lazy
can drain students”

In Table 6, the responses from different participants shed light on the profound

impact of toxic relationships on individuals' motivation and mental well-being.

Respondent 4's acknowledgment, "I've lost motivation because of a toxic relationship,"

highlights the detrimental effects that such relationships can have on one's drive and

passion. Similarly, Respondent 2's observation that "toxic relationships can drain

students" emphasizes the exhausting nature of these relationships, depleting individuals'

energy and motivation. These insights highlight the significant negative influence of toxic

relationships on individuals' emotional well-being and motivation, underscoring the need

to address and mitigate the harmful effects of such dynamics.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 30

Table 7 Lasting effects of toxic relationships on emotional wellness and academic

performance.

Themes Participants Selected Response

● Problems R5, R6, R7, R8 R5: “Some people can't

forget the problem that they

● Negative R15: “The negative

R3, R4, R5, R12, R15
experiences experiences from toxic

relationships can linger.”

Table 7 shows how toxic relationships can deeply affect people's emotions and

school work. It is divided into two main themes. Respondent 5 mentioned that "Some

people can't forget the problem that they have," showing how issues from bad

relationships can stay with a person for a long time. This highlights the heavy emotional

burden individuals carry. Furthermore, Respondent 15 pointed out that "The negative

experiences from toxic relationships can linger," emphasizing how the hurtful memories

from toxic relationships can stay with individuals even after the relationship is over.

These insights underline the long-lasting impact of toxic relationships on individuals'

emotional well-being, emphasizing the need for support and healing.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 31

Sub-Problem 2. The Impact of Toxic Relationships on the Academic Performance

and Overall Success of the Respondents

Table 8 Toxic relationships affected my overall success as a student

Response Participants

● Yes R2, R3, R4, R5, R6, R7, R8, R9, R10,

R11, R12, R13, R14, R15

● No R1

Table 8 shows how toxic relationships affect students' success. The table asks if

toxic relationships have impacted students' success. Most participants, like R2, R3, R4,

and others, said "Yes." They shared that toxic relationships can lead to stress, low grades,

and feeling drained, affecting their success in school. For example, Respondent - 5

mentioned that some students get stressed or have low grades because of toxic

relationships. Respondent - 9 also agreed, saying that toxic relationships can result in low

grades. However, Respondent - 1 disagreed, stating, "not really. I can manage and I have

a limit". This shows that different students have different experiences with how toxic

relationships influence their academic success.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 32

Table 9 Toxic Relationships impact the academic performance and overall success of the

respondent

Themes Participants Selected Response

● Not thinking R1, R9, R11, R12, R13 R1: “Can't think properly”

properly

● Fights
R6, R7, R8 R6: “Constant fights”

Table 9 explores the impact of toxic relationships on the academic performance

and overall success of the respondents, focusing on two key themes: Not thinking

properly and Fights. Within the theme of "Not thinking properly," Respondent - 1

highlighted the challenge by stating, "Can't think properly," indicating the cognitive

hindrances that toxic relationships can impose. In the theme of "Fights," Respondent - 6

pointed out the prevalent issue with, "Constant fights," illustrating the recurring conflicts

within toxic relationships. These responses shed light on the cognitive and interpersonal

challenges arising from toxic relationships, illustrating how they can impede clear

thinking and lead to ongoing conflicts. The insights from Table 2 underscore the

disruptive nature of toxic relationships on academic performance and overall success,

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 33

underscoring the importance of addressing these challenges to support individuals in

navigating healthier relationship dynamics.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 34

Sub-Problem 3. The challenges encountered by the respondents while experiencing

a Toxic Relationship

Table 10 The challenges encountered by the respondents while experiencing a toxic

relationship

Theme Participants Selected Response

• Several Challenges R6, R7, R8, R10, R14, R15 R15: “ I often encountered

challenges such as

emotional abuse,

manipulation, gaslighting,

lack of trust, isolation from

family, and friends, and

• Loss of motivation R15, R13, R14 feeling powerless or

trapped”.

R4: “Loss of motivation to

things”.

Table 10 of Sub-Problem 3 shows a detailed exploration of the challenges

encountered by respondents in toxic relationships, encompassing two (2) themes. The

first theme, Several challenges, delves into the multifaceted difficulties faced by

individuals, as highlighted by Respondent - 15's poignant revelation: "I often encounter

challenges such as emotional abuse, manipulation, gaslighting, lack of trust, isolation

from family and friends, and feeling powerless or trapped." This response vividly

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 35

illustrates the complex and damaging nature of toxic relationships, encompassing

emotional abuse, manipulation, and the erosion of trust and support systems. The second

theme, Loss of motivation, as articulated by Respondent - 4 with "Loss of motivation to

things," underscores the profound impact toxic relationships can have on individuals'

drive and enthusiasm. These responses collectively underscore the pervasive challenges

and detrimental effects of toxic relationships, emphasizing the critical need for

intervention and support to address these issues effectively.

Table 11 The intervention program you would suggest if most of the respondents are

experiencing a toxic relationship

Theme Participants Selected Response

• Counseling and R1, R2, R6, R7, R8, R9, R6: “Seeking professional

therapy R15 counseling and therapy

together”.

• Open and honest R1, R6, R7, R8, R9 R6: “Open and honest

communication communication”.

In Table 11, the suggestions from respondents on intervention programs for

individuals in toxic relationships are divided into two main themes. The first theme

focuses on seeking professional help, with recommendations like "Seeking professional

counseling and therapy together." Respondent - 6 highlighted the importance of "Open

and honest communication." These suggestions emphasize the crucial role of clear

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 36

communication and seeking support in dealing with and resolving issues within toxic

relationships. By organizing the recommendations into seeking professional help and

encouraging open communication, the respondents highlight the importance of a

comprehensive approach that includes therapy, effective communication, and support

systems to address and overcome the challenges of toxic relationships. This approach

aims to promote healing, resilience, and healthier relationship dynamics.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 37

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings, conclusion and recommendation

offered in this Study.

SUMMARY FINDINGS

This study explores the experiences of Grade 12 students at AMA CLC PACO in

discovering the impact of toxic relationships on their emotional wellness. The research

aims to investigate how toxic relationships influence the emotional well-being of Grade

12 students. Through this exploration, the study seeks to gain insights into the effects of

toxic relationships on students' emotional wellness and provide valuable information to

support students facing such challenges. This study employs a qualitative research

approach.

1. The study revealed profound insights into the impact of toxic relationships on

students' emotional wellness, highlighting themes like stress, depression, anxiety,

hindered thinking, and negative impacts. Participants shared personal accounts of the

emotional strain caused by toxic relationships, emphasizing the need for interventions

to address the negative consequences.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 38

2. Participants in the study faced diverse and impactful challenges when dealing with

toxic relationships, including stress, depression, anxiety, hindered thinking, and

negative emotional impacts. Their experiences shed light on the detrimental effects of

toxic relationships on students' well-being, underscoring the need for effective

support systems and interventions.

3. Recommendations include promoting awareness about toxic relationships, providing

accessible support services like counseling, integrating lessons on healthy

relationships into the curriculum, fostering empathy and inclusion, collaborating with

parents, and conducting further research for evidence-based interventions. These

recommendations aim to address the challenges students face in toxic relationships

and promote emotional well-being and development.

4. An essential intervention program should include educational workshops, counseling

sessions, and tools for setting boundaries, improving communication, and developing

coping mechanisms. Peer support groups can offer validation, empathy, and insights

for students dealing with toxic relationships, empowering them to break free and

enhance their emotional well-being.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 39

CONCLUSIONS

The study's key finding is based on the insights shared by fifteen (15) respondents

regarding the impact of toxic relationships on students' emotional wellness. Their

experiences highlighted the prevalence of emotional strain, cognitive difficulties, and

negative effects on mental health in such relationships. These findings underscore the

importance of understanding and addressing the complexities of toxic relationships for

students' well-being. As such, the following conclusions were drawn from the study on

the impact of toxic relationships on students' emotional wellness:

1. The Study which has (15) respondents provided profound insights into the impact

of toxic relationships on students' emotional well-being, highlighting the

challenges and effects faced in such dynamics.

2. Respondents' personal accounts vividly depicted the emotional strain and

cognitive difficulties within toxic relationships, illustrating the real impacts on

mental health and quality of life.

3. The study emphasized the importance of positive social support and healthy

relationships in promoting emotional well-being and resilience among students.

4. Conclusions underscore the need to address toxic relationships in educational

settings, advocating for proactive interventions to mitigate negative impacts and

foster healthy relationships among students.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 40

RECOMMENDATIONS

Based on the summary of findings and conclusions, the following are

hereby recommended:

● Implementing mental health support programs of the Respondents.

● Promoting awareness and educating students, teachers, and parents about the

signs and effects of toxic relationships.

● Create safe spaces for dialogue such as encouraging open and honest

conversations about relationships and emotional well-being that will a supportive

environment for students to share their experiences and seek guidance.

● Building partnerships with mental health professionals to ensure comprehensive

care and intervention for students in need.

● Regular evaluation and monitoring in the context of mental health support

programs.

By implementing these recommendations, educational institutions can create a

supportive and nurturing environment that prioritizes students' emotional wellness and

equips them with the tools and resources to navigate toxic relationships effectively.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 41

REFERENCES

(2020). Effects of unhealthy and toxic relationships on students.

([Link]

relationships-on-

students/?fbclid=IwAR2V2A_kbWEM3FmTJpZ4QkcqodFTwkz0a0H8hipuOPiR

g7wddFeX2b2E-kg)

(2023). How toxic relationships affect your mental health.

([Link]

health/?fbclid=IwAR227jBfGWdbTkVg4fx8SWxvC8c3NLf-6Dvb4hTqJnTqU-

3gzYTrX1VigKM)

(2023). Mental health and emotional intelligence of senior high school students:

A correlational study.

([Link]

4?fbclid=IwAR06dm1sJcAw5WOpblkThIg_8CUMSMhTmUSi_KU3vsdiH6z_V

uM19-9lSEU)

Charlie Health Editorial Team. (2023).

([Link]

health?fbclid=IwAR0o-

pEIrFSCvcf8Cfq2X0AIAslDKBNUaCwvJkJ96Ejj1BM6a4hnF-6pfag)

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 42

Cleofas, J. V. (2020). Student involvement, mental health, and quality of life of

college students in a selected university in Manila, Philippines. International

Journal of Adolescence and Youth, 25(1), 435-447.

([Link]

wAR3eDz0SD_EtHHkUUosCk9_iFRezWjNtviImfJz48GKStaSKH82w1Kh_4xU

Datu, J. A. D. (2018). Everyday discrimination, negative emotions, and academic

achievement in Filipino secondary school students: Cross-sectional and cross-

lagged panel investigations. Journal of School Psychology, 68, 195-205.

( [Link]

Dear Media Blog. (2023). How toxic relationships affect your mental health.

([Link]

health/?fbclid=IwAR1_lwPoQrPRjz_wEF4aV8xt9GP_l9bLHtSHnx327N2fKLD

P5vPCgepd1_w)

DeVito, M. (2012). Why do college students stay in unhealthy relationships and

why are peers hesitant to intervene?

([Link]

xt=socialwrk_students&fbclid=IwAR1Gvyh7PkbxpDq2NTeoF1iy0LhgNLxDDG

S0tVZzaS1McYOZyo9cRCgi3eE)

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 43

Ekoh, P. C., Agha, A. A., &Ejimkaraonye, C. (2019). Department of Social Work,

University of Nigeria, Nsukka, Enugu state, Nigeria.

([Link]

Martinez, A.B., Co, M., Lau, J. et al. (2020). Filipino help-seeking for mental

health problems and associated barriers and facilitators: a systematic review.

Social Psychiatry and Psychiatric Epidemiology,55(11), 1397-1413.

([Link]

2?fbclid=IwAR3OKEYJvL20zFptS-4Rhd0mPklT8sqD4_v--Q95cMp-

QAYxJA864ggJSPE).

Nielsen, R. (2023). How toxic Relation affect your mental health.

([Link]

health/?fbclid=IwAR2u8rOq3243te1veUgU9mqzu9wEJOUAlSqyD2GlSsrUGr5

UBgFF2K5SgPI)

Rifayanti, R., Sofia, L., Purba, T., Amanda, S., & Merary, S. (2022).

Phenomenological Studies: Adolescent Toxic Relationships. European Journal of

Humanities and Social Sciences, 2, 23-29.

([Link]

_Adolescent_Toxic_Relationships)

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 44

Siguan, A., Ong, M., & Cañete, S. (2021). The impact of infidelity on Filipino

family dynamics and young adult Filipino's self-concept. MALIM:

JurnalPengajian Umum Asia Tenggara (SEA Journal of General Studies), 22, 14-

37.

([Link]

DELITY_ON_FILIPINO_FAMILY_DYNAMICS_AND_YOUNG_ADULT_FI

LIPINO'S_SELF-CONCEPT/citation/download)

Skurat, K. (2023). Signs and Effects of Toxic Relationships.

([Link]

relationships/?fbclid=IwAR1gc_Kq33N3x4_k-4SB0iIA1R4_9v7EaP-

YhaciXY5mZC8GvbRykG-NAZY)

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 45

APPENDIX A

Survey Questionnaire
This survey aims to explore the effects of toxic relationships on the emotional
well-being of Grade 12 students in AMA CLC PACO. Your responses will remain
confidential and will be used solely for the purpose of academic research on toxic
relationships and emotional wellness. Thank you.

Name: __________________________ Section:

_______________________
Grade: _________________________ Age: _________________________

Directions: Read the each item carefully and answer the following in the space provided with
honesty.

1. Have you experienced negative effects on your emotional well-being due to being in a
toxic relationship?

2. Do you believe that toxic relationships have hindered your academic performance?

3. What are the negative impacts of toxic relationship in students in terms of:

3.3. Emotional Wellness

3.4. Academic Performance

3.5. Physical Wellness

3.6. Motivation

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 46

4. Have toxic relationships affected your overall success as a student?

5. How can toxic relationships impact the academic performance and overall success of

the respondents?

6. What are the challenges encountered by the respondents while experiencing a toxic

relationship?

7. Do you believe that toxic relationships can have lasting effects on your emotional
wellness and academic performance?

8. What intervention program would you suggest if most of the respondent is

experiencing a toxic relationship?

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 47

APPENDIX B

Intervention Program

Program Title: Counseling by Support Group Program

Overview:

The intervention program entitled Counseling by Support Group program

will help the Grade 12 students of AMA CLC PACO to conduct their emotional well-

being due to toxic relationships. This program will help the students to express their

feelings with the guidance of a registered psychiatrist where they can focus on their

academic performances. Through this program, students can improve their emotions,

physical activities, and academic performance.

Rationale:

Creating a safe space where students can express their feelings allows for

open and honest communication, fostering emotional well-being and a supportive

environment for students to share their thoughts and experiences without judgment. In

short, it promotes a culture of empathy, understanding, emotional growth among

students, and many more.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 48

Objectives:

● By coming together as a community, participants can share their

experiences, concerns, and emotions in a safe and non-judgmental

environment.

● to help individuals regain control of emotions, make positive changes,

and develop a sense of agency of students of AMA CLC PACO.

● Identify and incorporate psycho education, providing participants with

information, resources, and tools to better understand their challenges.

Activities:

• Community Sharing Sessions, Participants will gather to share their

experiences, concerns, and emotions in a safe and supportive environment.

• Emotional Regulation Workshops will focus on teaching techniques to

manage emotions effectively and regain control over emotional responses.

• Psycho education Sessions Provide participants with valuable information,

resources, and tools to better understand mental health challenges and strategies

for coping.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 49

Expected Outcomes:

• Increased Emotional Awareness will develop a better understanding of

their emotions and how to regulate them.

• Enhanced Coping Skills will acquire new coping strategies to deal with

challenges and stressors effectively.

• Improved Mental Health Literacy will gain knowledge and resources to

enhance their understanding of

Program Goal:

To aim to empower students by creating a supportive community where

they can openly share their experiences, emotions, and concerns.

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION

 50

CURRICULUM VITAE

UNIVERSIDAD DE MANILA- COLLEGE OF EDUCATION