LEARNING ON AN EMPTY STOMACH: EXPLORING THE ACADEMIC CHALLENGES OF UNDERNOURISHED LEARNERS IN REMOTE SCHOOLS IN TANTANGAN DISTRICT

Abstract

Malnutrition remains a pressing global concern with significant implications for education, particularly among learners in remote areas. This study employed a qualitative phenomenological approach to explore the academic challenges experienced by undernourished learners, as perceived by teachers in public schools in the Tantangan District, South Cotabato Division, during the 2025–2026 school year. Data was gathered through interviews and focus group discussions with teachers, and thematic analysis was used to identify patterns and insights. Findings revealed that undernourished learners faced substantial physical, cognitive, and emotional challenges that impeded their academic performance. Hunger led to fatigue, weakness, irritability, and difficulty concentrating, resulting in decreased participation, incomplete tasks, and lower learning outcomes. Despite these hardships, learners demonstrated resilience by employing coping strategies such as hydration, consuming small snacks when available, minimizing physical activity, and quietly enduring discomfort. The study also highlighted the critical role of supportive school environments, in which teachers and peers provided emotional support, shared food, and adapted learning activities to sustain engagement. Furthermore, the study showed that hunger negatively affected learners’ motivation and energy, limited classroom interaction, and contributed to irregular attendance, as some students missed school to support family needs or cope with food scarcity. Emotional resilience and hope for a better future emerged as important factors in maintaining learners’ engagement, illustrating the interplay between physical well-being, emotional perseverance, and educational outcomes. The study concluded that learning cannot be separated from learners’ basic nutritional and emotional needs. Strengthening school-based nutrition initiatives, fostering compassionate teaching practices, and designing flexible learning strategies are essential to promote equity and enhance the academic experiences of undernourished students. Keywords: resilience, coping strategies, school engagement, food insecurity