School-Related Deviant Behaviors in a Higher Education Institution: A Descriptive-Correlational and Comparative Study

Abstract

Higher education institutions have a growing problem with deviant behavior that not only interrupts but also hurts students’ mental and emotional health and violates school regulations. This research focused on different forms and reasons for deviant behavior in the university context. To investigate the perceived reasons for school deviance in a higher education institution in Abra, a descriptive-correlational and comparative study focusing on factors related to the individual, family, school, and society was used. The study employed statistical methods for a records review of the types and frequencies of deviance recorded from 2021 to 2024, along with questionnaires, which revealed the perceived causes of deviant behaviors. The connection between demographic characteristics and the perceptions of deviance among 233 students, 24 administrators, and 20 core faculty members was also examined. The "No Helmet, No Entry" policy infractions were the most frequently observed deviant behavior. The year level, program, and mother’s educational attainment are the most significant predictors of school deviance. The respondents’ views on the reasons for deviance were largely the same. The school security force may implement a safety awareness campaign to maintain compliance with the no-helmet policy. Teachers should foster an atmosphere of inclusivity and respect, while the Student Affairs Office could organize media literacy workshops as part of its activities. Peer mentoring and orientation programs can be beneficial for new students, and readily accessible mental health services can help meet their emotional needs. The use of qualitative methods is strongly recommended for future researchers who seek deeper insights. For maximum impact, these efforts should be planned and executed efficiently.