Senior high school students in the Philippines face increasing challenges in making informed decisions during a critical stage of identity formation and self-awareness. This study seeks to determine the needs of the students as the basis of responsive and evidence-based initiatives. A descriptive mixed-methods needs assessment design was used to examine the three domains: academic, career, and personal-social guidance needs of senior high school students. The participants were 121 Grades 11 and 12 students from a selected public senior high school. Quantitative data were gathered through a structured survey adapted from the American School Counselor Association (ASCA) Mindsets and Behaviors for Student Success (2014), consisting of 15 items across three domains rated on a 4-point Likert scale. Data were analyzed using descriptive statistics, frequency counts, and mean scores to determine areas of greatest need. Qualitative data from open-ended survey questions were analyzed using inductive reflexive thematic analysis (Braun & Clarke, 2006). Quantitative results show low need for support across all domains, indicating students’ self-reported academic self-management, career awareness, and emotional regulation. Qualitative data highlighted challenges in time management, performance pressure, career uncertainty, and emotional well-being, often intersecting with family expectations and mental health concerns. Students also identified contextual needs such as improved facilities, financial assistance, and mental health support, underscoring the importance of situating guidance and career initiatives within broader school realities. Students reported generally low levels of need across the three domains, while qualitative responses still identified areas where support may be strengthened.

Keywords: needs assessment, guidance and counseling, ASCA, career development, senior high school