BEHIND THE SILENCE: A PHENOMENOLOGICAL ANALYSIS OF LEARNERS’ ACADEMIC CONDITION AND WELL-BEING IN THE PRESENCE OF FAMILY DISPUTES

Abstract

Abstract In contemporary education, learners often carry burdens beyond the classroom, particularly those arising from unresolved family disputes. These unspoken conflicts can profoundly affect both academic performance and emotional well-being. This study employed a qualitative phenomenological approach to explore and interpret the lived experiences of learners navigating academic challenges and emotional stress amidst family disputes in remote schools in Norala District, South Cotabato, during the 2025–2026 school year. Findings reveal that exposure to family conflicts significantly influences learners’ emotional and academic functioning. Emotional distress—including anxiety, sadness, and mental exhaustion—interferes with concentration, motivation, and participation in school activities. Persistent domestic disputes reduce self-confidence, disrupt engagement in learning, and create a cycle where emotional strain undermines academic performance. Despite these challenges, learners employ adaptive coping mechanisms, such as structured academic routines, time management, self-care practices, mindfulness, and seeking support from peers, teachers, and family members, enabling them to balance emotional demands with academic responsibilities. Furthermore, learners assign constructive meaning to their experiences, viewing challenges as opportunities for personal growth. They report increased resilience, perseverance, self-discipline, and emotional maturity. Education emerges as a source of stability and hope, providing motivation and a positive outlook despite family difficulties. The study concludes that learners’ academic engagement cannot be separated from their emotional and family contexts, highlighting the need for supportive school environments, psychosocial interventions, and home–school partnerships. Integrating social-emotional learning and providing accessible mental health resources are essential for nurturing both academic success and holistic well-being. Keywords: family conflict, emotional well-being, academic engagement, coping strategies