Abstract
This phenomenological study aimed to explore the lived experiences of Grade 6 learners at-risk of dropping out. The study sought to identify the challenges these learners face, the coping mechanisms they employ, and their recommendations for community support. Through purposive sampling, five (5) learners were selected, and data were collected using in-depth interviews. Thematic analysis revealed that household responsibilities and silent struggles were the primary challenges faced by the participants. Regarding coping mechanisms, family involvement and self-reliance were the predominant themes observed in the transcripts. While strengthening academic support and enhancing parental involvement were the essential themes generated for the suggestions to the community. The study emphasizes the importance of early warning systems and trauma-informed teacher training in comprehensively addressing dropout risks. These findings highlight the importance of inclusive, empathetic, and community-driven approaches in supporting at-risk learners and fostering their sustained engagement in education. The study concludes that addressing dropout risks requires a holistic and compassionate approach that considers students' social, emotional, and economic contexts. These insights provide evidence-based recommendations for educational stakeholders to design targeted support programs that promote inclusivity, motivation, and student well-being.
