This study explored the lived academic challenges of Grade 12 General Academic Strand (GAS) students at Surigao del Norte National High School and examined how these challenges influence their behavioral experiences in school. A qualitative phenomenological approach was employed. Data were gathered through focus group discussions and in-depth interviews with purposively selected Grade 12 GAS students who had experienced academic difficulties. The data were analyzed using thematic analysis. Three themes emerged: (1) academic challenges as sources of stress, (2) behavioral responses to academic demands, and (3) coping and personal growth. Students reported stress from heavy workloads, time pressure, and fear of failure, which affected motivation, participation, and emotional regulation. Despite these difficulties, students demonstrated resilience through peer support, time management, and teacher encouragement. Academic challenges strongly shape student behavior. Supportive learning environments and responsive teaching practices are essential in helping GAS students manage academic stress and develop adaptive behaviors.
Quiamco et al. (Thu,) studied this question.