Beyond Age: A Phenomenological Inquiry into the Struggles, Aspirations and Academic Success of Overaged Indigenous Learners in Public Schools

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{"abstract":"This phenomenological study explored the lived experiences of overaged Indigenous Peoples (IP) learners in public elementary schools, focusing on their struggles, dreams, aspirations, and perceptions of academic success. Guided by a qualitative phenomenological design, the study involved ten purposively selected overaged IP learners from Grades 3 to 6 at Kablon Elementary School during School Year 2025–2026. Data were gathered through semi-structured, in-depth interviews and analyzed using Colaizzi's phenomenological method to identify the essence of participants' lived experiences. The analysis generated three major domains encompassing fifteen emergent themes. Learners described experiences characterized by academic pressure, social discomfort, societal doubts, stress and hardship, and the challenge of balancing school with family responsibilities. Despite these barriers, participants expressed hope, pride, motivation, optimism for a stable future, and joy derived from educational achievement. Their insights emphasized perseverance, resilience, self-belief, and education as a pathway toward personal growth, family well-being, cultural preservation, and community development. The findings reveal that academic success among overaged IP learners is not primarily defined by grades or academic awards but by persistence, continuous learning, and the ability to overcome adversity while maintaining cultural identity. The study underscores the importance of culturally responsive, inclusive, and learner-centered educational practices that address both academic and psychosocial needs while recognizing Indigenous knowledge and values. These findings provide evidence for strengthening Indigenous Peoples Education (IPED) initiatives, informing educational policy, and supporting the development of targeted interventions that enhance educational equity, learner retention, and holistic development among overaged Indigenous learners in Philippine public schools.","abstract_source":"original","authors":["Janelyn Sambog","Fredgie Pasco"],"date":"2026-07-24","doi":"10.70838/pemj.600703","id":8669,"issue":7,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"02b82da5e53216b0038b0cf367e9c32981d430662385b74f756694f21f226538","schema":"scimatic-article/1","title":"Beyond Age: A Phenomenological Inquiry into the Struggles, Aspirations and Academic Success of Overaged Indigenous Learners in Public Schools","volume":60}

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