Echoes of Silence: Unveiling the Hidden Narratives of Duaya Children in Public Schools

This study explored the hidden narratives of Duaya children enrolled in public schools in Maasim, Sarangani Province, Philippines, to better understand their lived educational experiences, coping strategies, and personal insights. Despite increasing attention to educational equity and child welfare, the voices of children from marginalized communities remain underrepresented in educational research. Employing a qualitative narrative inquiry design grounded in the framework of Clandinin and Connelly and informed by Riessman's narrative analysis, the study sought to preserve the authenticity and contextual richness of participants' life stories. Five Duaya children were purposively selected based on established inclusion criteria. Data were gathered through semi-structured narrative interviews, field notes, and reflective journaling, and analyzed using structural, thematic, dialogic, and cross-narrative approaches. Trustworthiness was ensured through member checking, peer debriefing, reflexive journaling, and audit trails. Findings revealed five major themes describing participants' educational experiences: resilience, fostering a sense of belongingness, financial hardship, limited access to education, and emotional struggles. Their coping strategies centered on family support, social connections, emotional regulation, seeking assistance from teachers, and guidance from trusted individuals. Participants further viewed education as a pathway toward social mobility, emphasized the motivational influence of teachers, demonstrated adaptability in overcoming adversity, learned valuable life lessons from hardships, and maintained pride in their cultural heritage. The findings underscore the importance of culturally responsive, inclusive, and trauma-informed educational environments that recognize the strengths and lived realities of Indigenous learners. The study contributes to child-centered educational research by providing context-specific evidence that may inform educational policy, school-based interventions, and community programs aimed at promoting equity, cultural inclusion, and the holistic well-being of marginalized children in public schools.