From Classroom to Comebacks: A Narrative Inquiry into the Academic Journeys and Milestones of Returning Indigenous Graduates in Bagumbayan

Abstract

Indigenous learners often encounter complex and interrelated barriers that affect their participation and completion of formal education, including cultural mismatches with mainstream curricula, geographic isolation, and socio-economic constraints. This study explored the academic journeys and milestones of returning Indigenous graduates in Bagumbayan, Division of Sultan Kudarat, during the school year 2025–2026. It aimed to document their lived experiences, identify enabling factors and barriers, and understand the pathways that led them to successfully return to and complete their education. A qualitative research design, specifically narrative inquiry, was employed to capture the participants’ personal stories and educational trajectories. Returning Indigenous graduates were purposively selected based on their experiences of discontinuing and resuming their studies. Data were collected through in-depth interviews and personal narratives, allowing participants to recount significant life events, challenges, and turning points in their academic journeys. Narrative and thematic analysis were used to interpret the stories and identify recurring patterns and meaningful insights. Findings revealed that participants experienced interruptions in their education due to financial difficulties, family responsibilities, cultural expectations, and limited access to educational resources. Despite these challenges, their return to education was influenced by strong personal determination, family encouragement, community support, and access to flexible learning opportunities. Participants highlighted key milestones such as re-enrollment, academic persistence, and eventual graduation as transformative moments in their lives. The study also emphasized the importance of culturally responsive support systems, including inclusive school environments, supportive teachers, and programs that respect Indigenous identities and traditions. These factors played a crucial role in sustaining learners’ motivation and success. The study concludes that understanding the narratives of returning Indigenous graduates provides valuable insights for developing inclusive, culturally sensitive educational policies and support mechanisms that promote access, retention, and completion among marginalized learners. Keywords: educational persistence, cultural identity, learner resilience, access to education.