Peer Health Navigators Lead Room-to-Room Anti-Bullying Advocacy

July 25, 2025

In a powerful show of student leadership and advocacy, the Peer Health Navigators (PHNs) of Agay National High School launched a room-to-room Anti-Bullying Campaign today, as part of the ongoing Youth Optimizing Life’s Opportunities (YOLO) program headed by Mr. Jayson Patalinghug. The campaign reached all 16 sections of Grades 7 and 8, tackling bullying—an issue flagged as critical during the school’s recent HEEADSS (Home, Education, Eating, Activities, Drugs, Sexuality, Suicide/Safety) assessment.

With heartfelt storytelling, engaging discussions, and interactive activities, the PHNs sent a clear message: Bullying has no place in our school.

---

Why Bullying? A Data-Driven Concern

The campaign was born out of evidence. The HEEADSS assessment—a holistic tool used to evaluate student well-being—identified bullying as one of the most pressing challenges. Whether in the form of name-calling, exclusion, or online harassment, bullying has a direct impact on students’ mental health and academic success.

“The data was clear—bullying is harming our students’ mental health and academic performance,” said Mr. Patalinghug, YOLO Program Coordinator. “That’s why we empowered our PHNs to take the lead. Peer-to-peer education has the strongest impact when it comes to changing attitudes.”

---

A Student-Led Movement for a Kinder Campus

Trained under the YOLO program, the PHNs crafted their campaign to connect with fellow students on a personal level. Divided into small teams, they visited every Grade 7 and 8 classroom and facilitated meaningful, youth-centered activities:

• Real Talk: PHNs opened up about their own experiences, breaking the silence and stigma around bullying.

• Role-Playing: Students acted out everyday bullying situations and practiced how to respond with empathy and courage.

• The Ripple Effect: A visual activity demonstrated how one act—whether of kindness or cruelty—can spread through an entire school.

• Pledge Wall: Each section signed a class banner, vowing to stand against bullying and support one another.

---

Students Speak: Eye-Opening and Impactful

The campaign left many students with changed perspectives.

“I used to think bullying was just joking around,” said Mia Fernandez, Grade 7. “Now I understand how much it can actually hurt someone.”

“Even the small things we do can have a big effect,” added Javier Lim, Grade 8. “If I see bullying now, I’ll speak up.”

---

What’s Next: Keeping the Movement Alive

The PHNs are committed to sustaining the momentum through:

✔ Follow-up workshops on empathy, communication, and conflict resolution
✔ Peer mentoring programs for students in need of support
✔ An anonymous reporting system for bullying and other concerns

---

Final Message from the PHNs:

“Bullying stops with us. Through the YOLO program, we’re not just talking about change—we’re leading it. Let’s make kindness our everyday choice.”

---

#YOLOAgainstBullying
#HEEADSSinAction
#PHNsLeadTheWay

To report concerns or to join the PHN team, visit the Agay NHS Teen Center or message our official YOLO social media page (2) Facebook.

Documenting Success and Enhancing Youth Engagement: An Evaluation of the YOLO Program Implementation at Agay National High School

Authors:

Beverly Gaudia, 

Jayson Patalighug

Mary Lou Manatad

Abstract

This study evaluates the implementation of the Youth Optimizing Life Opportunities (YOLO) Program at Agay National High School. The YOLO initiative aims to support youth development through health services, counseling, and life skills training. Using a descriptive quantitative design, the study surveyed 100 students and 30 teachers to assess program awareness, participation, perceived benefits, implementation challenges, and recommendations. Findings show a generally positive reception, with high awareness and recognition of benefits. However, challenges such as logistical constraints and communication gaps persist. Recommendations include participatory planning, external partnerships, and continuous monitoring to enhance program effectiveness and sustainability.

---

Keywords:

YOLO Program, Youth Development, School-based Intervention, Student Engagement, Program Evaluation, Philippines

---

1. Introduction

Agay National High School launched the Youth Optimizing Life Opportunities (YOLO) Program in 2018 as a proactive school-based intervention to address declining student engagement and academic performance. It includes the use of a Manual of Operations, teacher training, HEEADSS screening, and the establishment of a Teen Center. With over 1,850 students assessed and a tenfold increase in counseling uptake by 2024, the program shows promise. This study aims to identify which implementation strategies have contributed to its success and what challenges remain, to inform future improvements and potential replication.

---

2. Literature Review

Youth development programs worldwide emphasize life skills, empowerment, and holistic well-being (Zimmerman et al., 2018; Catalano et al., 2019). Awareness campaigns, facilitator competency, and participatory strategies are key to their success (Turner & Powell, 2021; Kirshner & Ginwright, 2020). In the Philippines, initiatives like YOLO also align with national policies (RA 8504) but face challenges including funding, technology access, and stakeholder engagement (Evangelista, 2021; Villanueva et al., 2022). Frameworks like Positive Youth Development and Bronfenbrenner’s Ecological Systems Theory underscore the importance of tailoring programs to contextual realities (Lerner et al., 2018; Bronfenbrenner, 1979).

---

3. Methodology

A descriptive quantitative research design was used. Convenience sampling was applied to select 100 students and 30 teachers actively involved in the YOLO program. A five-point Likert-scale questionnaire measured perceptions across five indicators: program awareness, implementation and participation, benefits, challenges, and enhancement suggestions. Descriptive statistics (means) and a correlation matrix were used to interpret the data.

---

4. Results

4.1 Program Awareness and Understanding

Respondents demonstrated high awareness (Grand Mean = 4.03), with 86% understanding the program’s objectives and relevance.

4.2 Program Implementation and Participation

Implementation was rated positively (Grand Mean = 3.92), although active participation (Mean = 3.62) lagged behind logistical execution (Mean = 4.15).

4.3 Perceived Benefits and Success Stories

Students recognized growth in confidence and life skills (Grand Mean = 3.79), with success stories enhancing program credibility.

4.4 Challenges and Areas for Improvement

Logistical issues (Mean = 3.42) and communication gaps (Mean = 3.42) emerged as barriers, with an overall challenge score of 3.28, indicating room for improvement.

4.5 Suggestions for Enhancement

Participants advocated for monitoring, student-centered activities, and external partnerships (Grand Mean = 4.00). The highest-rated suggestion was continuous monitoring and evaluation (Mean = 4.15).

4.6 Correlation Analysis

A strong positive correlation was found between Program Awareness and Suggestions for Enhancement (r = 0.84), while awareness and actual participation showed a negative correlation (r = -0.68), highlighting the need to better connect understanding to action.

---

5. Discussion

The findings affirm that students and teachers value the YOLO Program’s role in promoting youth development. However, success depends not only on awareness but on meaningful engagement, resource availability, and responsive design. Gaps between understanding and participation suggest that improved strategies for motivating involvement are necessary. These results echo existing literature that calls for inclusive planning, flexible implementation, and integrated support systems (Durlak & DuPre, 2008; Patton, 2015).

---

6. Recommendations

• For Students: Increase involvement and share feedback or success stories to amplify program relevance.

• For Teachers: Adopt engaging, needs-based facilitation and document achievements.

• For School Leaders: Allocate sufficient resources and establish clear coordination systems.

• For Implementers: Use participatory methods, monitor consistently, and build external partnerships.

---

7. Conclusion

The YOLO Program at Agay National High School demonstrates effectiveness in enhancing youth development, though several operational areas require reinforcement. Bridging the gap between awareness and active participation is key to sustainable impact. This study offers a roadmap for improving similar initiatives in Philippine schools and underscores the value of evidence-based, student-informed programming.

---

8. References

(Condensed list; full references from your document can be formatted as per journal requirements)

• Bronfenbrenner, U. (1979). The Ecology of Human Development. Harvard University Press.

• Catalano, R. et al. (2019). Positive Youth Development Programs. Journal of Adolescent Health.

• Durlak, J., & DuPre, E. (2008). Implementation matters. Am. J. of Community Psychology.

• Evangelista, M. (2021). Youth Development Programs in Philippine Schools. Phil. J. of Education.

• Lerner, R. et al. (2005). Positive youth development. Journal of Early Adolescence.

• Patton, M. Q. (2015). Qualitative Research & Evaluation Methods. Sage Publications.

Empowering Youth: Agay NHS and Partners Conduct Peer Health Navigators Training

RTR, Agusan del Norte – In a significant step toward promoting mental health awareness, Agay National High School (NHS), in collaboration with the Provincial Population Office and the RTR Local Youth Development Council (LYDC), successfully conducted a Peer Health Navigators Training on July 11, 2025, at the Senior Citizen Building in Poblacion 1.

The event gathered 80 students—50 from Agay NHS and 30 from Balang-Balang NHS—equipping them with essential skills to become peer mentors in mental health advocacy.

Understanding Mental Health in the Digital Age

Dr. Angela Rose T. Real, a respected expert, opened the session with an insightful discussion on social media's impact on youth mental health. She highlighted how constant comparison and online pressure contribute to stress and anxiety but reassured students that self-awareness and strong values can build resilience.

"Your mental health is just as important as your physical health," Dr. Real emphasized. "Learning to navigate challenges now will help you thrive in the future."

Practical Tools for Mental Health Advocacy

Mrs. Arlys Demata, a registered nurse and Adolescent Health advocate, introduced valuable resources for mental health support:

• The "I CHOOSE" Facebook page (facebook.com/malayaako.ph), which provides inspiring content and mental health tips
• The Malaya Ako website (https://malayaako.ph/), a comprehensive resource for mental health information
• The OKY App, open-source period tracker and educational resource designed for girls and young women. It aims to provide evidence-based information about menstruation, puberty, and reproductive health in a user-friendly and girl-friendly way. The app includes features like a period tracker, daily diary, quizzes, and an encyclopedia with information on various sexual and reproductive health topics. It also provides information on nearby health facilities and organizations. 

"These platforms are here to help you and your peers," Mrs. Demata explained. "Whether you need information or someone to talk to, support is just a click away."

Hands-on Training for Peer Support

The training included practical sessions to prepare students for real-life situations:

• Mr. Jayson Patalinghug led a hands-on session on Psychosocial First Aid (PFA), demonstrating how to listen actively, offer comfort, and guide friends toward professional help when needed.

"Being a Peer Health Navigator isn't about having all the answers," Mr. Patalinghug explained. "It's about knowing how to respond with care and connect others to resources."

A Commitment to Youth Well-Being

The event concluded with an inspiring message from Mr. Tristan Amante, Provincial Population Officer, who reaffirmed the government's support for youth-led initiatives like the YOLO (You Only Live Once) Program.

"Young people are not just leaders of tomorrow—you are changemakers today," he said. "Your role in promoting mental health can create a ripple effect in our communities."

The Way Forward

With their new knowledge and skills, the trained Peer Health Navigators are now prepared to:

• Promote mental health awareness in their schools
• Support peers in times of distress
• Utilize digital resources like the OKY App and Malaya Ako website
• Advocate for a stigma-free environment

This training marks the beginning of a larger movement toward healthier, more supportive schools in Agusan del Norte.

Empowering Tomorrow’s Leaders: Agay NHS and LYDC Hold Leadership Training for SSLG and Club Officers

Agay National High School, in strong partnership with the Local Youth Development Council (LYDC) of RTR, successfully conducted a one-day SSLG Leadership Training on July 10, 2025, held at the Senior Citizen Building, Poblacion 1, RTR, Agusan del Norte. The event carried the theme “Lead for Peace: Empowering Student Leaders for a Safer Municipality”, with over 50 Supreme Secondary Learner Government (SSLG) officers and club leaders in attendance.

The training aimed to strengthen the leadership capacity of student officers and promote proactive youth engagement in school and community affairs. Spearheaded by LYDO Mr. Nestor Silling, the activity featured dynamic sessions facilitated by esteemed speakers with strong advocacies in youth development and public service.

Kicking off the series of discussions was Mr. Jayson Patalinghug, SSLG Adviser and Agay NHS’s YOLO-ARH Coordinator, who gave an in-depth talk on the SSLG Constitution and Bylaws, along with the DepEd-mandated programs and activities of the SSLG. He highlighted the importance of student governments as incubators of democratic values, civic participation, and social responsibility.

The second resource speaker, Mr. Job Daniel Cassion, Municipal Local Government Operations Officer (MLGOO) of RTR, delivered an inspiring lecture on the Role of the Youth in Peace and Order. He emphasized the vital role young people play in community resilience and local governance, especially in promoting safe, inclusive, and peaceful environments.

Capping the training was Mrs. Roslyn Doliente, Instructor I of Caraga State University, who tackled the topic Parliamentary Procedures. She trained student leaders on the structured approach to meetings and decision-making—focusing on order, efficiency, and inclusivity—ensuring that each voice is heard and valued in leadership deliberations.

The event was marked by active engagement, thought-provoking insights, and a renewed commitment among student leaders to champion change both in school and in the wider community.

As Agay NHS continues to collaborate with stakeholders like the LYDC and LGU RTR, the school remains steadfast in its mission to nurture youth leaders who are capable, compassionate, and committed to building a better society.

In the Silence of My Solitude

At 40, life has brought me to a place I never quite imagined. I stand at a point in time where others believe I have found peace in solitude, that I am content in my own company, and fulfilled by the quiet rhythm of my days. They see strength, independence, and joy. But what they do not see is the quiet ache I carry—one born not from a lack of success or purpose, but from a longing I rarely dare to say aloud.

The truth is, I dream of love. A love that is not perfect, but genuine. A love that will accept me as I am—with my scars, flaws, and quiet fears. I yearn for someone who will hold my hand not just in moments of celebration, but in times when life feels too heavy to bear alone. I imagine conversations that stretch deep into the night, silent glances that say everything, and a companionship that feels like home.

In my loneliness, I often find myself asking: What did I do wrong? Did I miss the signs? Did I close my heart when I should have opened it? Was I too careful, too guarded, too hopeful in the wrong places? These questions echo in the quiet corners of my mind, especially during nights when silence speaks louder than words.

But in the midst of these doubts, I turn to the One who has always been constant—God. In prayer, I pour out the weight of my longing. I ask, I weep, I wait. And though answers do not always come the way I expect, His presence does. He reminds me that I am not unseen. That this life, though different from what I once hoped, is not without meaning or direction.

In His Word, I am reminded that timing is His, not mine. That sometimes, the waiting is not punishment but preparation. That being alone does not mean I am unloved. And that my worth is not defined by another person’s presence, but by the truth that I am already loved beyond measure.

This journey, though marked by longing, has also brought me strength. I have learned to hold space for both hope and surrender. I have grown in compassion, learned to love myself more deeply, and found joy in places I never expected—quiet walks, shared laughter with friends, and even moments of stillness that teach me to listen.

So while I wait—still hoping, still dreaming—I live. I choose to keep my heart open, not bitter. I choose to see every day as an opportunity to become the kind of person I would want to meet. And I trust that whatever lies ahead, whether love comes or not, my life is not lacking—it is unfolding.

To anyone who may feel the same ache, I say this: you are not forgotten. Your story is still being written. Love may come in ways you least expect, and healing often begins with accepting that your journey is uniquely yours. And in this moment, even in loneliness, you are growing into someone beautiful, someone strong.

So keep hoping. Keep living. Keep believing that your heart still has a reason to beat with joy. Because the best parts of your story might still be waiting to unfold.