Mental Well-Being and A&E Test Readiness among Alternative Learning System Learners

This study examined the relationship between mental well-being and Accreditation and Equivalency (A&E) Test readiness among Alternative Learning System (ALS) learners in Valencia City, Philippines. Recognizing that ALS learners often face heightened psychosocial and economic stressors, the study employed a descriptive–correlational research design involving 331 learners from ten districts. Mental well-being was measured using a validated five-item scale, while A&E Test readiness was assessed using a 25-item instrument. Results indicate that learners demonstrated moderate levels of mental well-being and high levels of test readiness. Pearson correlation analysis revealed a strong positive relationship between mental well-being and A&E Test readiness, suggesting that learners with higher psychological well-being are significantly more prepared for the A&E assessment. These findings highlight mental health as a critical determinant of academic readiness in alternative education contexts. The study underscores the importance of integrating psychosocial support, counseling services, and stress management interventions within ALS implementation frameworks to promote holistic learner development. Strengthening mental well-being is not only essential for learner welfare but also instrumental in enhancing academic preparedness and improving A&E Test performance among ALS learners.