ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——Single-parent college students occupy a particularly demanding position in higher education, as they must simultaneously fulfill the responsibilities of academic participation and independent child-rearing. This study examined the academic performance of 50 single-parent students enrolled in the Bachelor of Elementary Education (BEED) program at Binalatongan Community College (BCC), San Carlos City, Pangasinan, Philippines, during the first semester of the academic year 2024–2025. Using a descriptive-correlational research design, the study profiled respondents according to age, sex, civil status, year level, and number of children, and assessed the problems they encountered across three domains: academic challenges, income level, and support networks. Data were gathered through a structured survey questionnaire and analyzed using weighted means and the chi-square test of independence at the 0.05 level of significance. Findings revealed that the number of children significantly influenced academic performance (χ² = 20.107, df = 4, p < 0.001), while age, sex, civil status, and year level showed no significant association with GPA. The most pressing difficulties were burnout from dual roles (m = 4.56), financial stress affecting mental health and academic focus (m = 4.86), and insufficient access to specialized mental health services (m = 2.56, rated unsupportive). Based on these findings, a fivecomponent intervention framework was proposed encompassing academic support, financial assistance, psychosocial services, faculty sensitization, and institutional networking. The study contributes to the understanding of how parental responsibility intersects with educational outcomes and underscores the necessity for context-sensitive institutional responses in community college settings. Keywords: Single-Parent Students, Academic Performance, Beed Program, Local Community College