Exploring the Lived Experiences of Students Engaged in Class Absenteeism in Elementary Grades: A Phenomenological Study

Abstract

Class absenteeism remains a profound problem faced in elementary education. It affects students' learning progress and development. This qualitative phenomenological study aims to explore the lived experiences of students who are chronically absent at one elementary school in the Philippines. Ten (10) students were identified as having chronic absenteeism based on their attendance records, with the help of the teachers and guidance staff. The researchers gathered data carefully through in-depth, semi-structured interviews that included open-ended questions, while maintaining participants' confidentiality. Three main themes emerge from the analysis: (1) Socioeconomic burdens; students mentioned challenges like poverty, lack of school supplies, food insecurity, and overwhelming household duties beyond young age; (2) Emotional distress; students felt sadness, guilt, loneliness, envy, and shame because they could not attend school regularly and compared themselves to better-supported peers; (3) Repercussions on student success; frequent absences led to missed lessons, incomplete assignments, low grades, and a loss of interest or motivation in school. The study revealed that student class absenteeism is not just about disinterest or misbehavior; it is about the personal, familial, and social difficulties they face that result in their disengagement from school. The study highlights the need for holistic interventions that prioritize empathy, emotional support, and collaboration among schools, families, and communities. By addressing these challenges, schools should take action to help students reconnect with their learning journey holistically. In line with UN Sustainable Development Goal 4: Quality Education, this research study promotes inclusive and equitable educational environments where every child feels empowered to learn and succeed, regardless of background and socio-economic standing.