Learning Space, Teachers' Support, and Well - Being: Implications on Pupils' Academic Performance in Hinterland

Learning environment, teacher support, and student well-being are widely recognized as important factors influencing academic achievement, particularly in basic education. However, empirical evidence remains limited on how these factors operate together in public elementary schools located in geographically challenged areas. This quantitative study examined the influence of learning space, teacher support, and student well-being on the academic performance of Grade 6 pupils in a public elementary school in the hinterlands of Cagayan de Oro City. Using a predictive–correlational research design, the study involved 120 Grade 6 pupils selected through simple random sampling. Data were gathered using standardized survey questionnaires that measured learning space in terms of lighting, spatial arrangement, and environmental comfort; teacher support; and students’ physical, social, and emotional well-being. Academic performance was based on pupils’ second-quarter general averages. Descriptive statistics and multiple regression analysis were used for data analysis. Findings revealed that learning space and teacher support were both rated high, while student well-being was rated very high, particularly in social and emotional dimensions. Academic performance was assessed as Very Satisfactory. Regression analysis showed that student well-being was the only significant predictor of academic performance, whereas learning space and teacher support did not show a direct influence. The study highlights the critical role of holistic student well-being, especially emotional and social aspects, in shaping academic success. It is therefore recommended that schools prioritize programs and interventions that strengthen learners’ emotional security, social connectedness, and mental resilience alongside improvements in physical and instructional support.