This study aimed to explore the lived experiences of Grade 12 Senior High School students at Surigao del Norte National High School as they navigate financial challenges and to examine how these challenges shape their academic performance, motivation, and overall school engagement. A qualitative descriptive phenomenological design was employed to capture students’ subjective experiences. Using Colaizzi’s seven-step method, data were collected through focus group discussions, in-depth individual interviews, and key informant interviews with purposively selected Grade 12 students and teachers. The use of multiple data sources ensured triangulation and strengthened the credibility of the findings. Analysis revealed three interrelated themes: (1) persistent struggles with limited financial resources that hindered students’ ability to meet academic requirements; (2) emotional and motivational pressures characterized by stress, anxiety, and diminished self-confidence; and (3) coping and resilience fostered through family support, teacher interventions, peer collaboration, and institutional assistance. While financial hardship negatively influenced concentration, attendance, and academic engagement, supportive relationships enabled students to persist and reframe adversity as motivation to succeed. Financial challenges significantly affect both the academic and emotional experiences of Grade 12 students. However, the presence of strong support systems within the school and family environment promotes resilience and sustained academic participation. The findings highlight the need for poverty-informed educational practices and strengthened financial support mechanisms to ensure more equitable learning opportunities for Senior High School students.
Crabajales et al. (Thu,) studied this question.