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AMIDST COVID-19 PANDEMIC: DEPRESSION, ANXIETY, STRESS, AND
ACADEMIC PERFORMANCE OF THE STUDENTS IN THE
NEW NORMAL OF EDUCATION IN THE PHILIPPINES
1Jhoselle Tus
Social Science Subject Coordinator, St. Paul College of Bocaue, Philippines1
ABSTRACT
Studies on mental health and academic performance have been conducted throughout the world. Thus, this
study aims to assess the students' mental health amidst the new normal of education employing 21-item
Depression, Anxiety, and Stress Scale or DASS-21, concerning their academic performance. The study's findings
showed that almost more than half of the respondents suffered from moderate to extremely severe levels of
depression, stress, and anxiety. Thus, there was no significant relationship between high negative mental health
symptoms and academic performance. In conclusion, students that encounter extreme levels of adverse mental
health can still maintain high academic achievement. However, the students' mental health should always be
managed and helped to cope with their life problems, especially during this pandemic crisis.
Keywords: Depression, Anxiety, Stress, Academic Performance, COVID-19 Pandemic
INTRODUCTION
The series of rising mental health issues is a growing global epidemic globally, affecting around one-third of
the world's population (Riley, 2019). Generally, mental well-being is the emotional and psychological well-being
that influences how a person thinks, feels, and responds to life's events (World Health Organization, 2019).
Adolescence, which begins at the age of 10 and ends at the age of 19, is a transitional time from childhood to
adulthood. This is where a person undergoes critical physiological and mental changes in his or her growth. There
are approximately 1.2 billion teenagers globally, and between 10-20% of children and adolescents have some
mental health status (WHO, 2019). Remember that some studies have shown that a student's academic
performance may be influenced by the state of his or her mental condition as early as studying in primary school
(Marryat, Thompson, Minnis, & Wilson, 2017).
It is true that almost every adolescent is subjected to some form of educational advancement from primary
school to higher education. The move to puberty and high school is not an unusual occurrence in the field of
education. Although, in some situations, the transition to a new setting will often be followed by new obstacles
and people who can contribute to an immediate shift in student socialization and behavioral influences that trigger
short-term and long-term effects on their mental health (Van Rens, Haelermans, Groot, & van den Brink, 2017).
The correlation of mental health problems with the academic performance of students is also illustrated.
The association between the General Weighted Average (GWA) of high school students and their academic
achievement is positively correlated. Similarly, the existence of mental health conditions and causes such as
depression, anxiety, and stress have also been noted for their relationship to academic achievement (Moreira de
Sousa, Moreira, &Telles-Correia, 2018; Sharma & Pandey, 2017; Wyatt, Oswalt, & Ochoa, 2017). Depression is
the most common and recognized form of mental illness and is often characterized as intense levels of depression,
often contributing to a lack of interest in daily life and how a person usually works at school or at work (Shumaila
Khurshid, 2015). Anxiety disorder Anxiety indifference we encounter traditional associations with the feeling of
powerlessness and fear associated with panic and stress (Bourne, 2010; Basco& Olea, 2013). In terms of stressors,
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they are linked to those things that trigger distress within a person's psychological and emotional well-being,
which may cause mental health issues (Dy, Ferido, Espiritu-Santo, & Ria, 2015).
Different countries have several studies that have helped establish the relationship between a student's
emotional state and academic success. Whereas the new Mental Health Legislation in the Philippines,Republic
Act11036 was recently adopted on February 12, 2018. It is also troubling because the Philippines is also
struggling to grips with the law because of the lack of new knowledge and accessible research (Lally, Samaniego,
& Tully, 2019). There are only a few mental health studies in the Philippines, and most of them include university
and college students as the main subject of study, not high school students. This study aims to contribute research
and measurable knowledge on the relationship between adolescent mental health and their academic performance.
REVIEW OF RELATED LITERATURE
Mental health is most commonly associated when a person becomes fully aware of their abilities, can adapt
to the normal stressors and problems in their life, can work within one's self-fulfillment and satisfaction efficiently,
and can make the right contributions to society. It can be applied to an individual's ability to develop themselves
harmoniously with or without other people and to deal with the circumstances of life efficiently (WHO, 2013).
Furthermore, the concept of mental health defines from a more general point of view that is comprised of a
positive and negative dimension. The positive which signifies the psychological well-being, affected mostly by
elements of happiness, contentment, quality of life, and even health as a whole. Whereas the negative concept
indicates the opposite as in "mental health problems" or "mental health distress"(Pilgrim, 2017). Depression,
anxiety, and stress are always correlated with mental health disorders (Kutcher, Wei, & Coniglio, 2016). Often
denoted and seen as real problems within the world. These conceptual factors adhered to individual development
especially with adolescents or developing teens (Loewen et al., 2019).
1.1 Theories
Erik Erikson's theory on adolescents' psychosocial development on the seventh stage of development
theorized the depression on adolescents. The approach suggested that every adolescent went to the stage of an
identity crisis. To which every adolescent tried to find the answer to the question "Who am I?". The failure of
answering the question brings adverse effects to an adolescent's mental health and development, it makes one
disvalue their self-worth and become unable to cope with daily life, which could lead to Depression (Miller, 2017)
On another note, Strongman's anxiety theories (As cited by Garcia, Santilla, Molchanova, Salazar, 2017) were
anxiety as a pain inflictor caused by unclear origins and phobias. The theories on anxiety suggest that it has no
exact limit where or when it will stop. There are five categories in theories of anxiety; these are psychoanalytic,
learning or behavioral, physiological, phenomenological, and uncertainty. This proves that all of the categories
were very similar. However, anxiety cannot be understood without the people's influence, and its most common
problem is that it mostly comes from uncertainty. Moreover, anxiety was categorized in two ways: Everyday
Anxiety and Neurotic Anxiety. Everyday anxiety regarded anxiety as normal fear from real events while Neurotic
anxiety was suggested to come from more phobic and panic attack-related origins (Strongman, 1995).
Stress is sometimes perceived as a mental pressure, however, it also has a physical effect on the human body.
Grasping the stages the body goes through when exposed to stress helps people become more aware of these
physical signs of stress when they occur. Hans Selye, a Vienna-born scientist, was the founder of the stress theory.
He defined stress as "the non-specific response of the body to any demand for change" (As cited by Fink, 2016)
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Lazarus' theory on stress also explained that the "General Adaptation Syndrome" or "GAS" is the three-stage
process that describes the physiological changes the body goes through when under stress (Selye, 1956).
1.2 Depression and Anxiety
According to recent studies, depression and anxiety are the most common types of mental disorders, and
comorbidity is also prevalent with these two disorders, which means that depression and anxiety may be
simultaneously present in one person. Many individuals with anxiety also have depression and vice versa (Beiter
et al., 2014). The most common mental disorders refer to two main diagnostic categories: depressive disorders
and anxiety disorders. These disorders are highly prevalent in the world and impact the mood or feelings of
affected persons. These symptoms range in terms of their severity from mild to severe and last for months to
years (Holliday et al., 2015). These are diagnosable health conditions and are distinct from feelings of sadness,
normal anxiety, stress or fear that anyone can experience from time to time in their everyday lives. At a global
level, it's been reported that over 300 million people are estimated to suffer from depression, while more than 250
million people are estimated to suffer from anxiety disorder (WHO, 2017).
The number of individuals with common mental disorders such as depression and anxiety is rising on a global
scale. More specifically in lower-income countries such as the Philippines because of the rapid growth of
population, which results in more people living within the adolescent age, the age range when depression and
anxiety most commonly occur (WHO, 2017). Although depression and anxiety both can and do affect people of
all ages. This risk of becoming depressed is mainly affected by poverty, unemployment, tragic life events, and
physical illnesses such as cancer. Some factors also include the behavioral lifestyle present in early adolescence
(Loewen et al., 2019). Moreover, the pervasiveness of mental health disorders within the Philippines is gradually
being measured and shown to increase within youth(Cleofas, 2019)
Depressive disorders are mostly associated with great feelings of sadness, loss of passion or engagement with
tasks and hobbies, feelings of regret, low self-esteem, disturbed sleep cycles or eating habits, extreme fatigue, and
poor concentration. Depression can be long-lasting or recurrent, substantially impairing an individual's ability to
function at work or school and negatively view oneself, the environment, and the future (Schwarzer, 1984). Only
limited studies on Filipino students have found that excessive sadness, a symptom of depression, is due to anxiety
and stress that are related to academics and subjective factors (Zuorba, Cantara, & Olan, 2017).
On the other hand, Anxiety disorders are distinguished from a subjective state of intense and uncontrolled fear
and anxiety. Psychologically, extreme causes of anxiety can cause someone to feel disconnected with oneself and
even fearoing insane (Bourne, 2010). Additionally, Anxiety Disorder can also refer to a group of mental disorders
such as generalized anxiety disorder (GAD), panic disorder, phobias, social anxiety disorder, obsessive-
compulsive disorder (OCD), and post-traumatic stress disorder (WHO, 2017).
1.3 Stress
Stress is the typical reaction of a person's physical and mental aspect towards any change that requires an
adjustment or response to perceived threats in a person's life. May it be literal or imagined, stress affects the
physiological and psychological well-being of people. In turn, these effects can result in several stress reactions,
such as the fight-or-flight response (Seaward, 2018). In a conducted study amongst Filipino students, stress was
positively associated with their everyday routine and significantly affected their mental state. Such routines that
correlate with their stress response were ranked in the following order: academics, amount of workload, and time
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management (Dy, Ferido, Espiritu-Santo, & Ria, 2015).
1.4 Academic Performance
Academic performance results from the measurements and outcomes of proper education. It is the point
wherein an institution, principal, or even student has achieved their educational goals. May it be in the
significance of learning presented through scales or the GWA (Ward, Stoker, & Murray-Ward, 1996). The
academic achievement of the youth remains an important factor for the development of society. Students who do
well in school are better able to transition into adulthood andchieve a better understanding of the practicalities of
life—resulting in what may come off as occupational success that may contribute to the improvement of oneself
and the community (Regier, 2011).
1.5 DASS-21
Several tools can be used to measure a person's mental state in regards to the ranges of negative emotions.
Some of these emotions include sadness, anger, and fear related to stress and depression and anxiety disorder
(Cowen & Keltner, 2017). To assess and measure mental health, questionnaires and surveys such as the GHQ-28,
PHQ-9, and the DASS21, the researchers' scaling method. Studies have recommended the reliability and viability
of the DASS21. The DASS21 is heavily relied on to produce the total scale scores in the correlation of mixed
depression, anxiety, and stress amongst various respondents (Osman et al., 2012; Tran, Tran, & Fisher, 2013).
1.6 Related Studies
A recent study conducted on Rizal Technological University students in the Philippines proposed to identify
the relationship between the anxiety levels of students and its' effects on the General Weighted Average/GWA of
the students. Anxiety was differentiated with state and trait anxiety. State anxiety was then described as the
perception of a person towards threatening situations while Trait Anxiety was the interpretation and reaction of a
person towards said situations. The results of the study showed that there was a negative correlation between
anxiety levels of the students with their academic achievement. They were suggesting that students with higher
GWA experienced lower manifestations of anxiety disorder and its symptoms and types (Basco & Olea, 2013). In
a similar study, anxiety was seen to not be limited to students with learning disabilities. Stating that all students at
all levels may experience anxiety and concluded that to reduce anxiety, teachers and parents need to be involved
in helping students with their academics (Dobson, 2012)
Furthermore, another study identified the relation of anxiety, depression, and stress with higher secondary
school students' academic achievement. The research subjects comprised 120 randomly selected students, divided
into 60 boys and 60 girls, between several schools in a rural state in India. The results of the study found that
between the three variables, depression and anxiety were shown to have a significant negative relationship with
academic achievement. In contrast, stress was showed to have a significant positive relationship with academic
achievement. Concluding that the mental health of students affects their academic achievements (Sharma &
Pandey, 2017)
In a contrasting study, the opposite result was shown. The study aimed to conclude the relationship between
depression and anxiety with academic performance using the DASS-21 Questionnaire. The results showed no
significant relationship with depression or anxiety with the GWA of students, though stating that gender was a
factor in affecting their academic performance. Specifically stating that since women had higher academic
performance than males, it made sure that students with low past academic performance also had low current
GWA (Bisson, 2017).
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RESEARCH QUESTIONS
The current study aims to evaluate the depression, anxiety, and stress experience by the students and assess its
relation on their academic performance. Specially, it sought to answer the following questions:
1. What is the level of the emotional states of depression, anxiety and stress of the students?
2. What is the level of academic achievement of the students?
3. Is there a significant relationship between the emotional states of depression, anxiety, and stress on the
students' academic performance?
MATERIALS AND METHODS
1.1 Research Design
The research design of a study is referred to as the structure, strategy, and arrangement on how data may be
collected and analyzed to serve relevance to the research's variables and purposes. It is most commonly defined as
the "blueprint" of a study and would determine the answers to certain questions about the research topic and
provides additional data such as: What the study is about, what type of data is needed, what type of sampling
method should be used, etc. (Akhtar, 2016).
In this study, the researchers used a descriptive correlational research design, specifically a quantitative
research method. Quantitative research methods use numbers and any measurable kind of data or information to
be processed in systematic procedures used in investigating variables and their relationships. Researchers mainly
use the quantitative method to identify the variables used in research work and aid with the data collection
(Salford University, 2007; Apuke, 2017).
1.2 Study Participants
The research participants were the senior high school students from the public and private schools in Bulacan,
Philippines, enrolled for the school year of 2020-2021. The total number of respondents was 259.
1.3 Study Instrument
The study made usage of the shortened. Twenty-one questioned Depression, Anxiety and Stress Scale (DASS-
21) by P.F. Lovibond and S.H. Lovibond to measure students' mental health. The questionnaire consists of a 21-
question inventory designed to measure and identify the severity and presence of depression, anxiety, and stress.
The number of points ranged from zero (0) to three (3) corresponding to "Did not apply to me at all" for zero,
"Applied to me to some degree, or some of the time" for one, "Applied to me to a considerable degree or a good
part of the time" for two, and "Applied to me very much or most of the time" for three. Most recent studies
suggest that the internal reliability of the instrument is p=.94(Gloster, et al., 2008).
1.4 Procedures
To obtain the necessary data of the study in determining the relationship of depression, anxiety, and stress
with the academic performance of the participants, the researcher gathered information through an online survey
utilizing google form. With the participants' consent, they were subjected to the DASS-21 and provide their
academic performance for the first grading of SY 2020-2021.
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RESULTS
This section of the study deals with the gathered data from the research instrument following the research
questions. This is to compare the results and know the respondents' level of depression, anxiety, and stress. The
gathered data were analyzed using statistical techniques such as the frequency count, percentage, and mean.
1.1 Levelsof Depression, Anxiety, and Stress
This set of data is intended to identify and describe the proportion of students utilizing severity level from
the three separated domains (Depression, Anxiety, and Stress) of the DASS-21 Questionnaire that was
distributed to the respondents. To describe the respondents' level of severity, the researchers first determined the
level with the use of the DASS-21 scaling procedure. The levels of severity were then tallied with their
appropriate ranges: Normal, Mild, Moderate, Severe, and Extremely Severe.
Table 1. The Proportion of the Depression Levels of the Students
Level
Frequency
Percentage
Normal
22
8.49%
Mild
24
9.27%
Moderate
72
27.80%
Severe
88
33.98%
Extremely Severe
53
20.46%
259
100.00%
Based on the outcome of Table 1, it was recognized that most of the senior high students had severe levels
of depression having 33.98% out of 100.00%. Succeeded with moderate levels with 27.80%. Followed by
extremely severe with 20.46%, then 9.27% with mild, and the lowest with 8.49% for normal. The students'
highest level of severity was "severe" which indicated that the majority of all the students suffered from severe
levels of depression. Meaning that depression was present in the respondents most of the time and present more
active symptoms such as extreme sadness and rejection of life.
Table 2. The Proportion of the Anxiety Levels of the Students
Level
Frequency
Percentage
Normal
13
5.02%
Mild
12
4.63%
Moderate
20
7.72%
Severe
76
29.34%
Extremely Severe
138
53.28%
259
100.00%
Based on the outcome of Table 2, it was recognized that most of the senior high students had extremely
severe levels of anxiety having 53.28% out of 100.00%. Followed by 29.34% of severe anxiety. Then with
7.72% which was moderate, 5.02% which had normal anxiety, and 4.63% with the lowest level for mild anxiety.
The students' highest level of severity was extremely severe, which indicated that more than half of all the
respondents experienced anxiety, which means that anxiety was present to more than half of all the respondents
and experienced from frequent subjective fears and phobias.
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Table 3. The Proportion of the Stress Levels of the Students
Level
Frequency
Percentage
Normal
42
16.22%
Mild
42
16.22%
Moderate
106
40.93%
Severe
59
22.78%
Extremely Severe
10
3.86%
259
100.00%
Based on the outcome of Table 7\3, it was visible that most of the senior high students had moderate signs
of stress having 40.93% out of 100.00%. Coming after this were severe signs of stress with 22.78% Followed by
normal and mild signs of stress with 16.22%. The least was extremely severe signs of stress with 3.86%. Since
the highest percentage level was moderate signs of stress, it suggests that the senior high students had moderate
levels of stress. Meaning that the respondents experienced non-excessive and controllable stress symptoms such
as uncontrolled emotions (anger, and impatience) and physical difficulties.
The Level of the Academic Performance of the Students
This section provides the tabulation of the level of frequency of the academic performance of Grade 11 and
12 students. The grades were arranged in the following range of Outstanding (90 – 100), Very Satisfactory (85 –
89), Satisfactory (80 – 84), Fairly Satisfactory (75 – 79), and Did Not Meet Expectations (74 and below).
Table 4. Level of Academic Performance of the Grade 11 Students
Indicators
Frequency
Percentage
90 - 100 (Outstanding)
5
3.70%
85 - 89 (Very Satisfactory)
47
34.81%
80 - 84 (Satisfactory)
69
51.11%
75 - 79 (Fairly Satisfactory)
14
10.37%
74 and below (Did Not Meet Expectations)
0
0.00%
135
100.00%
Based on Table 4, it was seen that more than half of all the Grade 11 students' academic achievement was
Satisfactory with 51.11%. Succeeding this was Very Satisfactory with 34.81%. It's then followed by Fairly
Satisfactory with 10.37%. The indicator with the least amount of percentage was Outstanding with 3.70%.
Overall, the indicator of Satisfactory had the leading level in the academic performance of the Grade 11 students
meaning that the students accomplish their academic tasks and comply with their requirements.
Table 5. Level of Academic Performance of the Grade 12 Students
Indicators
Frequency
Percentage
90 - 100 (Outstanding)
17
9.04%
85 - 89 (Very Satisfactory)
96
51.06%
80 - 84 (Satisfactory)
75
39.89%
75 - 79 (Fairly Satisfactory)
0
0.00%
74 and below (Did Not Meet Expectations)
0
0.00%
188
100.00%
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Based on the results from Table 5, it was seen that more than half of all the Grade 12 students' academic
achievement was Very Satisfactory with 51.06%. This was succeeded by Satisfactory with 39.89%. It was then
followed by Outstanding, the indicator with the least amount of percentage with 9.04%. Overall, the indicator of
Very Satisfactory had the leading level in the academic performance of the Grade 12 students implying that
more than half of the students often accomplish their academic requirements and perform well in school-related
activities.
Correlation of Depression, Anxiety, and Stress and the Academic Performance of the Students
This section presented the correlation of depression, anxiety, and stress on the academic performance of all
the respondents. The multiple correlation analysis on the SPSS was used and tested at the 0.01 level of
significance.
Ho1: The students' scale on depression does not present a significant relationship with their academic
performance.
Ho2: The students' scale on anxiety does not present a significant relationship with their academic
performance.
Ho3: The students' scale on stress does not present a significant relationship with their academic
performance.
Table 1. The Results of the Correlation Analysis of the Respondents' Depression, Anxiety and Stress Scale and
their Academic Performance
Variables
Academic
Performance
Depression
Anxiety
Stress
Academic
Performance
Pearson Correlation
1
.006
-.001
-.049
Sig. (2-tailed)
.926
.985
.430
N
259
259
259
259
Depression
Pearson Correlation
.006
1
.654**
.274**
Sig. (2-tailed)
.926
.000
.000
N
259
259
259
259
Anxiety
Pearson Correlation
-.001
.654**
1
.215**
Sig. (2-tailed)
.985
.000
.000
N
259
259
259
259
Stress
Pearson Correlation
-.049
.274**
.215**
1
Sig. (2-tailed)
.430
.000
.000
N
259
259
259
259
**. Correlation is significant at the 0.01 level (2-tailed).
As finalized in Table 6, it presented the results of the study from the correlation analysis. It revealed that
there is no significant relationship between the factors of depression, anxiety, and stress on the academic
performance of the students. This is because the linked variable had a probability greater than the 0.01 alpha
level of significance, resulting in the null hypothesis being accepted.
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DISCUSSION
The study first raised the questions: What is the level of the emotional states of depression, anxiety, stress,
and academic performance of the students? The researchers went to present the severity level of the three
domains by using the scaling procedure of the DASS-21 and applying the statistical analysis of percentage and
mean. The academic performance of the students was shown using the statistical presentation of rate and
frequency. The highest corresponding levels of depression, anxiety, and stress were presented as: The
respondents had Severe levels of depression (32.84%), Extremely Severe levels of Anxiety (54.85%), and
Moderate levels of Stress (39.5%). Students' academic performance was divided with the Grade 11 students
having satisfactory levels of academic performance and Grade 12 having very satisfactory academic
performance levels.
Moreover, the results showed that though the levels ranged from Moderate to Extremely Severe, Depression,
anxiety, and stress had no significant relationship with academic performance. Similarly, studies using the
DASS-21 also showed the same results while having the same and different age groups. The results only
indicated that the domains of depression, anxiety, and stress had strong correlations with each other, but not
with academic performance (Iwamoto & Chun, 2019; Vasugi&Norlizah, 2019).
Studies also made use of the DASS-21 to correlate depression, anxiety, and stress with academic
performance in a different aspect. The findings showed that there was a significant relationship with the
variables above (Hart, 2019). Though differentiated with the age group and the respondents' location, there was
a lack of information on Philippine or Southeast Asian adolescents as the target subject and the DASS-21 as the
primary instrument.
Overall, the presence of negative mental health disorders impacts the students' personal and social
development, especially as they are near the end of their adolescent stage and closer to adulthood. With this
information, the researchers imply that the students and other related factors and individuals be more self-aware
of oneself and others' mental health. Furthermore, the acknowledgment of the importance and steps towards
good mental health present crucial elements for the future and present the psychological growth of individuals.
CONCLUSION
The study investigated the relationship between depression, anxiety, and stress on the students' academic
performance. The results of the study based on the levels of severity imply that most of the students are
experiencing hopelessness, rejection of life, and dysphoria concerning depression. Subjective anxious effects
and situational anxiety are rampant in the everyday lives of the students. Additionally, lack of emotional control
and physical difficulty are signs of high levels of stress that are also common within the students.
The results of the study concluded that the severity level of depression, anxiety, and stress of the students
provide no significant relationship with their academic performance. This indicates that despite the high levels
of depression, anxiety, and stress on the students, they are still able to accomplish and manage their academic
duties and maintain their own desired graded average efficiently. This may be because of subjective factors
affecting the mental thinking of students.
In addition, the results showed that there is no significant relationship with negative mental health symptoms
and academic achievement. Though the high levels of depression, anxiety, and stress are still alarming and can
affect the development of the students as individuals, especially as they are about to transition towards their
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adult and college life.
Moreover, the following were the recommendations of the study: (1) the school create programs such as
individual and group interventions by applying one-on-one interviews with the guidance counselors of the
school and occasional programs that promote and explain good mental health on both parents and the students;
(2) other professionals familiarize the teachers with basic coping techniques such as knowing the "Do's and
Don'ts" on students who experience negative mental health symptoms; (3) the parents participate with the
school's programs to be familiar with the school system and become knowledgeable with their children's
behavior and academic performance.
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