The findings highlight that student health is not only a matter of physical well-being but also an important part of educational quality. Students who receive nutritious meals, have access to clean water and sanitation, obtain appropriate health education, and receive health services are more likely to learn in a safe and supportive environment.
Schools are strategic settings for health interventions because they reach children regularly and consistently. Malnutrition, limited access to clean water, inadequate health awareness, drug-related risks, and reproductive health concerns can affect students’ attendance, concentration, participation, and overall engagement in learning.
In the Philippines, school-based feeding programs have become an important policy instrument for improving students’ nutritional status. However, Abulencia and Jimenez show that effective school health cannot rely solely on food provision. Health programs need to operate alongside sanitation, health education, medical services, and broader social and psychosocial support.
Five School Health Programs Showed Positive Implementation
The researchers used a descriptive-correlational design to examine the relationship between school health and nutrition programs and school performance. Data were collected through teachers’ assessments of program implementation and school performance outcomes. The analysis then measured the strength of the relationship between different health programs and school performance.
The findings showed that the implementation of the school health programs was generally rated very positively.
The School-Based Feeding Program received strong evaluations from respondents. Food quality recorded a mean score of 3.75, while budget implementation scored 3.68 and staff implementation scored 3.69. Overall, the feeding program received a composite mean of 3.71, indicating strong agreement that the program was being implemented satisfactorily.
One of the program’s major strengths was the use of safe water and the proper cooking of meals. However, the researchers also identified areas for improvement, particularly the inclusion of more fruits, vegetables, and healthy beverages, as well as ensuring sufficient feeding days and increasing parental involvement.
The Water, Sanitation, and Hygiene (WASH) Program produced one of the strongest results, with a composite mean of 4.77. Schools were reported to have water systems, sanitation facilities, regular cleaning practices, and hygiene awareness activities.
The researchers nevertheless recommended stronger action planning and more consistent environmental health training to ensure that WASH programs promote not only infrastructure but also sustainable changes in student behavior.
The National Drug Education Program (NDEP) received a composite mean of 4.09 and was rated as highly present in schools. Drug prevention activities were implemented through student organizations, counseling services, educational campaigns, and collaboration with government agencies and community organizations.
The Adolescent Reproductive Health Education Program also received a strong overall assessment, with a composite mean of 4.47. The learning environment achieved the highest score at 4.68, indicating that the program was perceived to create a safe, inclusive, and respectful setting where students could ask questions and participate without fear of judgment.
However, learning materials received the lowest score among the program components, at 4.00. This finding suggests that schools still need to improve the availability of age-appropriate, culturally relevant, and accessible learning resources.
Medical, Dental, and Nursing Programs also received a highly positive assessment, with a composite mean of 4.68. Schools were reported to provide health care plans for teachers and students, internal support services, and access to health professionals outside the school.
WASH Showed the Strongest Relationship with School Performance
One of the study’s most important findings was the positive and statistically significant relationship between all evaluated school health and nutrition programs and school performance.
The WASH Program showed the strongest relationship with school performance, with a Pearson correlation coefficient of 0.643. The Reproductive Health Education Program recorded a correlation of 0.569, followed by the Medical, Dental, and Nursing Program at 0.567 and the School-Based Feeding Program at 0.561. The National Drug Education Program showed the weakest correlation, at 0.258, but the relationship remained statistically significant.
At the same time, the schools included in the study achieved an overall performance mean of 4.97, categorized as “outstanding.” The results suggest that schools with stronger implementation of health and nutrition programs tend to demonstrate better institutional performance.
The researchers emphasize that the success of school health programs depends on an integrated approach. Programs should not be treated merely as administrative requirements but should be supported by teachers, school heads, parents, local governments, health professionals, community organizations, and other stakeholders.
Integrated Support Program Proposed for Schools
Based on the findings, the researchers proposed the Integrated School Health and Nutrition Enhancement Program, or ISHNEP. The program is designed to strengthen the implementation, sustainability, and impact of school health and nutrition initiatives.
The proposed program includes teacher and staff training, workshops for parents and communities, school garden development, improvements to kitchen and sanitation facilities, the development of health education materials, partnerships with local governments and nongovernmental organizations, and stronger medical, dental, and nursing services.
The researchers also recommend simple digital monitoring systems to track student health status, attendance, and program outcomes. Regular evaluation meetings involving teachers, parents, and community partners could help schools identify challenges and ensure that programs remain sustainable.
In the long term, this approach could help schools build a stronger culture of health. Health would no longer be treated as an additional activity but as an integral part of a broader strategy to improve educational quality.
For policymakers, the study delivers an important message: investment in school health and nutrition programs may produce benefits that extend beyond students’ physical well-being. A healthy school environment can support attendance, student engagement, safety, and the overall effectiveness of educational institutions.
Author Profiles
Corazon C. Abulencia is an academic and researcher affiliated with La Consolacion University Philippines, with research interests related to education, school health, nutrition, and educational program development.
Edward C. Jimenez is an academic and researcher at La Consolacion University Philippines. He served as the corresponding author of the article and conducts research in education, school leadership, teacher performance, school health, and evidence-based educational program development.
Research Source
Article Title: Evaluating School Health and Nutrition Programs and Their Influence on School Performance: A Basis for Supplemental Support Program
Authors: Corazon C. Abulencia and Edward C. Jimenez
Affiliation: La Consolacion University Philippines
Journal: International Journal of Education and Psychological Science (IJEPS)
Volume: 4, Issue 4, 2026, pp. 391–416
DOI: 10.59890/ijeps.v4i4.16
Official Journal URL: https://dmimultitechpublisher.my.id/index.php/ijeps
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