BetTer Me (Bet To End Regrets via Motivation and Engagement) Project for SARDO (Student-At-Risk of Dropping Out) through Transformational Strategies of Homeroom Advisers
Keywords:
SARDO, Motivation and Engagement, Homeroom AdvisersAbstract
Students at Risk of Dropping Out (SARDO) in this study refers to Grade 12 learners who exhibit characteristics and behaviors that indicate a high likelihood of leaving school prematurely. Early identification of warning signs is essential in implementing timely and appropriate interventions that address learners’ specific needs and promote positive academic outcomes. These warning signs include poor academic performance, frequent absenteeism, behavioral issues, socioeconomic challenges, family-related concerns, individual factors, and school-related influences. This study employed a qualitative research design to explore transformational strategies for addressing SARDO warning signs through the BetTer ME (Better to End Regrets through Motivation and Engagement) Project, anchored in homeroom adviser transformation strategies, with data saturation as the guiding principle for data collection and analysis.
Findings revealed the significant role of class advisers in identifying at-risk learners and implementing proactive interventions. The results emphasize the importance of continuous monitoring of attendance, academic performance, behavior, and classroom participation as bases for early intervention. Immediate support mechanisms such as counseling, mentoring, home visitation, and regular communication with parents or guardians are essential for learners exhibiting risk indicators. In addition, school administrators are encouraged to provide continuous professional development for class advisers, while guidance offices should strengthen collaboration through structured monitoring and intervention programs. Parents and guardians are likewise urged to actively monitor their children’s academic progress, and peers should provide supportive and inclusive learning environments. Finally, Department of Education policymakers are encouraged to develop and enhance programs that strengthen class advisers' transformative role in promoting learner engagement, retention, and holistic development.
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