When Home Becomes a Dream: Unveiling the Lived Worlds of Orphaned High School Students in Tacloban City
DOI:
https://doi.org/10.5281/zenodo.19237934Keywords:
Orphaned Students, Lived Experiences, Coping Strategies, Qualitative Research, Phenomenology, Resilience, Secondary EducationAbstract
This study explored the lived experiences of orphaned high school students in Tacloban City during the School Year 2025–2026. It aimed to understand their everyday academic and personal experiences, the challenges they encountered in the absence of parental support, their coping strategies, and their perceptions of home within their present living conditions. Using a qualitative research design, specifically the hermeneutic phenomenological approach, the study focused on capturing the authentic voices and meanings drawn from the participants’ real-life experiences. Data were collected through semi-structured interviews, observations, and documentation, allowing an in-depth exploration of their emotional, social, and academic realities. The findings revealed that orphaned students experienced emotional struggles such as sadness, loneliness, and longing for parental care, along with practical challenges including balancing school responsibilities and household duties, limited financial resources, and emotional stress. Despite these difficulties, the participants demonstrated resilience by employing coping strategies such as seeking emotional support from peers, guardians, and teachers, engaging in prayer and self-reflection, and maintaining focus on their educational goals. The study further showed that students perceived “home” not only as a physical place but as a source of emotional safety, belonging, and acceptance. Moreover, the results highlighted the transformative role of education in the lives of orphaned learners, as it strengthened their self-confidence, nurtured hope, and served as a pathway toward a better future. The findings underscore the importance of supportive school environments, community involvement, and psychosocial interventions in addressing the academic and emotional needs of orphaned students. These insights provide valuable guidance for educators, school leaders, and policymakers in developing programs and support systems that promote resilience, inclusion, and well-being among orphaned high school students.
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