Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 7 no. 4 (2026)

Stress and Coping Theory: Experiences of Designated Teacher-Counselors Supporting Sexual Violence Victims

Delon Angelo L. Dela Cruz | Elreen Aguilar-Delavin | Jonnie A. Pautan

Discipline: Education

 

Abstract:

This article examines the experiences of designated teacher-counselors in secondary schools within the Milagros District, focusing on their role in supporting student survivors of sexual violence. The study used narra- tive inquiry to illustrate how teacher-counselors navigate emotionally charged situations, frequently developing close, sympathetic relation- ships that put them under psychological stress. One recurrent narrative stood out as emblematic, highlighting the conflict between individual dedication and structural constraints, including poor training, ambigu- ous function definitions, and minimal institutional support. In the ab- sence of structured mental health services, the analysis exposes how teacher-counselors rely on informal coping mechanisms, challenging widely held beliefs about school-based care. Some contend that although these spontaneous reactions show resiliency, they also highlight the ur- gent need for official, trauma-informed infrastructure. The study pre- sents deeper concerns about how schools define care roles and how equipped they are to assist those who provide care for others.



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