Between Classrooms and Farmlands: A Phenomenological Study of High School Student Farmers’ Lived Experiences in Rural Philippines

Abstract

Aims: This study aimed to explore the lived experiences of high school student farmers in Northern Samar, Philippines, focusing on how they navigate their dual roles as learners and contributors to household agricultural labor, and how these roles shape their schooling experiences, identity formation, and future aspirations. Anchored in a phenomenological lens and informed by an ecological perspective on child development, the study sought to illuminate how individual experiences are embedded within family, school, and socioeconomic contexts. Study Design: The study adopted a qualitative research design using transcendental phenomenology to capture the shared essence of student farmers’ experiences. Place and Duration of Study: The research was conducted at rural farming communities in Northern Samar, Philippines, during the School Year 2024-2025 (June 2024-March 2025). Methodology: Twelve high school students from Grades 7 to 10 who were actively involved in rice and coconut farming, together with their parents, were purposively selected based on documented patterns of farm-related absences. Data were collected through in-depth, semi-structured interviews, parent-consented documentation, and field observations. Transcripts were systematically analyzed through phenomenological procedures of identifying significant statements, formulating meanings, clustering themes, and describing the shared essence of the phenomenon. Results: Four major themes emerged: (1) daily experiences marked by the continuous negotiation between schooling and farming responsibilities; (2) challenges in balancing roles, manifested in absenteeism, physical fatigue, and emotional strain; (3) meaning-making of a dual identity as both learners and family contributors; and (4) influence on educational goals and future aspirations, where farming-related hardships simultaneously constrained learning opportunities and cultivated resilience, perseverance, and hopes for socioeconomic mobility. Despite academic disruptions, students consistently articulated schooling as a critical pathway toward improving their life circumstances. Conclusion: Farming functioned as both a constraint and a motivating force in the educational lives of student farmers. By foregrounding their lived realities, this study contributes to the limited qualitative literature on rural student labor in Southeast Asian contexts and challenges deficit-oriented narratives of working learners. The findings underscore the need for context-sensitive educational policies and school-based interventions—such as flexible attendance mechanisms, targeted academic support, and strengthened school–community partnerships—to better support rural students who balance schooling with livelihood demands.