Socio-Economic Challenges and Well-Being of First-Generation Indigenous Sama Students in Higher Education: A Case Study in Tawi-Tawi, Philippines

Despite the growing literature on first-generation students, limited research has examined how intersecting socioeconomic, cultural, linguistic, and institutional barriers shape the higher education experiences of first-generation Sama Indigenous students in Tawi-Tawi, Philippines. Thus, this study investigated the socioeconomic challenges encountered by first-generation Indigenous Sama students pursuing higher education in Tawi-Tawi and examined how these challenges affect their academic performance and overall well-being. A qualitative case study design was employed. Seven fourth-year first-generation Sama undergraduate students enrolled in higher education institution in Tawi-Tawi were selected through purposive sampling based on ethnicity, first-generation status, final-year enrollment, and residency. Data were gathered through semi-structured interviews lasting 45–58 minutes, audio-recorded with consent, transcribed, cleaned, and analyzed using a four-stage thematic coding process: initial coding, frequency count, categorization, and theme development. Addressing this gap, the study found four major challenges : financial and economic struggles, including poverty, job anxiety, and lack of scholarship support; academic and institutional challenges, such as heavy workloads, teacher-centered instruction, and literacy gaps; social and cultural factors, including language barriers, discrimination, and social comparison; and family and socioeconomic conditions, such as parental loss, limited income, and unstable housing. Impacts included spiritual and emotional strength as the primary coping mechanism, time-management struggles, career aspirations, health decline, and mental health strain. The findings underscore the need for targeted financial assistance, culturally responsive academic support, inclusive teacher training, and stronger collaboration among educational institutions, government agencies, and community leaders to improve retention, academic success, and well-being among first-generation Indigenous students in marginalized island communities.