Navigating Family Challenges: Personal Stories of Student Resilience PDF

Navigating Family Challenges: Personal Stories of Student Resilience A Research Presented to The Senior High School Department Tagum National Trade School Apokon, Tagum City In Partial Fulfillment of the Requi...

Navigating Family Challenges: Personal Stories of Student Resilience A Research Presented to The Senior High School Department Tagum National Trade School Apokon, Tagum City In Partial Fulfillment of the Requirements In Practical Research 1 Jude Anthony A. Perez John Carl Y. Torrejano Jilbert Bal Salbador G. Gabaron Yunishalyn Mae S. Udtohan James Vincent M. Saragena Bernard Piolo Y. Dedace Joshua B. Tabale Chad Lester M. Basal Alyn C. Alejandrino Reman E. Somambot  Chapter 1 INTRODUCTION Rationale Students today face various family-related challenges, such as financial difficulties, parental separation, and household conflicts, which significantly impact their academic performance, social interactions, and emotional well-being. These adversities can leave students feeling overwhelmed and at risk of falling behind, making it crucial to understand how they navigate these difficulties. Despite these struggles, many students show resilience by using coping strategies, such as seeking social support, maintaining a positive outlook, and drawing strength from cultural or personal values. Addressing this problem requires educators, school counselors, and policymakers to recognize and support these coping mechanisms to help students overcome these challenges (Graham et al., 2021). In the United States, many students from low-income families or those experiencing parental separation face heightened risks to their emotional and academic well-being. Consequently, this highlights the need for targeted research to uncover strategies that help students build resilience and thrive despite these adversities (Kuchler & Zafar, 2019). Global research has highlighted how students from diverse regions, including New York City, United States, navigate family challenges and demonstrate resilience. Studies have shown that students facing financial hardship, parental separation, and domestic conflicts often rely on strong support systems, including family, peers, and access to community resources. Resilience is built through adaptive coping strategies, such as seeking help from mentors and maintaining a positive outlook. Moreover, this research underscores the importance of targeted support systems within schools and communities, which can foster resilience and academic success (Bozkurt et al., 2020). Thus, it becomes evident that resilience is not a solitary trait but a product of a supportive environment and strong interpersonal networks. A national study conducted in the Philippines, including in Quezon City, explored how students cope with family challenges and demonstrate resilience. It found that many students faced issues like financial struggles, parental separation, and domestic conflicts. Despite these challenges, students built resilience through strong relationships with family, peers, and mentors, as well as access to community services and educational support programs. In addition, the study emphasized the need for schools and communities to provide a supportive environment to help students overcome family difficulties and succeed academically (Lee-Chua, 2022). Hence, creating a network of support that extends beyond the family can contribute significantly to students’ academic success. This idea is reinforced by a local study in Mindanao, which examined how students in the region navigate family challenges and demonstrate resilience despite difficult circumstances (Olusegun, 2024). The study found that many students faced financial struggles, family conflicts, and the hardships of living in areas affected by natural disasters or social unrest. However, their ability to overcome these challenges was strengthened by strong family bonds, close community support, and deeply rooted cultural values. Additionally, their resilience was shaped by their adaptability, willingness to seek help from peers or mentors, and unwavering focus on their educational aspirations. These findings highlight the importance of fostering culturally appropriate support systems within schools and communities in Mindanao, ensuring that students facing family difficulties have the necessary resources and encouragement to succeed academically. A local study In Mindanao examined how students in the region navigate family challenges and show resilience despite difficult circumstances. Many students faced issues such as financial struggles, family conflicts, and living in areas impacted by natural disasters or social unrest. Furthermore, the study revealed that students often relied on strong family bonds, close community support, and cultural values to overcome these challenges. In addition, their resilience was built on their ability to adapt, seek help from peers or mentors, and remain focused on their educational aspirations. Thus, this study emphasizes the need for culturally appropriate support systems and highlights the importance of creating environments within schools and communities in Mindanao that foster resilience among students facing family difficulties (Olusegun, 2024). While existing research has provided substantial evidence on how students demonstrate resilience in the face of family-related challenges, there is limited understanding of how specific cultural and regional factors uniquely shape these coping mechanisms. Most studies focus on general frameworks for resilience without delving into the nuanced ways in which cultural values, local community structures, and region-specific stressors influence students’ ability to overcome adversities. For instance, while global and national studies provide a broad perspective, they often fail to address the contextual differences in coping strategies across diverse regions, such as urban centers compared to rural or conflict-affected areas. Therefore, this study aims to bridge this gap by focusing on a localized understanding of resilience, particularly in areas where family-related challenges are compounded by cultural expectations, socio-economic limitations, and systemic inadequacies. Personal stories of student resilience provide a deeper understanding of how individuals navigate family challenges. These narratives reveal the lived experiences of students, their coping mechanisms, and how they persevere despite adversity. Each story highlights unique aspects of resilience, such as maintaining hope, seeking help from trusted sources, and staying committed to personal goals. By exploring these personal stories, this study provides a more comprehensive view of resilience, emphasizing the power of individual agency and community support in overcoming family challenges. Ultimately, understanding these personal experiences offers actionable insights to better support students in similar situations. Thus, the focus on personal stories allows for a more individualized and empathetic understanding of resilience, which is essential for improving support systems. Purpose Of The Studies The purpose of this study is to explore and understand how students navigate and overcome various family challenges, and how these experiences shape their resilience, academic performance, and personal growth. By examining personal stories, this study aims to highlight the unique ways in which students develop coping strategies, maintain perseverance, and foster resilience in the face of family adversity. It also seeks to identify the role of support systems, such as school communities or peer networks, in helping students cope with these challenges. Ultimately, the goal is to provide a deeper insight into how family difficulties impact students' lives and to inform educational practices and policies that better support students facing such hardships. Research Question 1.What family challenges do students encounter? 2.How do students cope with challenges within their families?  3.What insights do students gain from their experiences with family challenges? Review of Related Literature This section reviews literature on student resilience in overcoming family challenges, such as financial instability, parental separation, illness, or loss. It examines the emotional, psychological, and academic impact of adversity and explores coping strategies that help students maintain or enhance academic performance. The review also highlights personal stories of resilience and the role of formal (e.g., counseling, school programs) and informal (e.g., peer, family) support systems in fostering resilience, offering insights to improve support for at-risk students. Resilience in Students Facing Family Challenges Considering that much of the resilience literature primarily emphasizes Western contexts, and that research grounded in the West might not fully apply to policy and prevention in Asia, this issue seeks to explore educational resilience in Asian or Eastern societies to enhance the extensive body of Western-focused research. In Asia, many children grow up in difficult family situations like poverty, rising labor migration, growing divorce rates, and related issues. Exploring the routes to educational resilience, especially concentrating on the protective elements that can mitigate the adverse impacts of low socio-economic status or dysfunctional family settings or migrant family circumstances on Asian children’s educational achievements carries important implications. This study revealed that education serves as an essential means for social mobility in Asia, with influences from schools, homes, and communities potentially enhancing students’ opportunities for achievement by mitigating the impact of various family-related stressors on their academic and personal success. This matter provides empirical backing from the East for Ungar’s (2012) social ecology perspective on resilience. This study also presents evidence indicating that initiatives by teachers to foster resilience need to be customized to the specific risks faced by a subgroup of children and adolescents, (Yeung & Li, 2021). In addition first-in-family (FiF) university students, also known as first generation students, are acknowledged to experience disadvantages and possess less social and cultural capital in comparison to non-FiF students. The difficulties faced by FiF students at university are clearly recognized, but their path starts even earlier in high school. It refer to this high school group as prospective FiF (PFiF) students and young individuals whose parents did not go to university. This qualitative research examined the viewpoints of 10 high school teachers from Melbourne, Australia regarding the challenges and aids PFiF students face while progressing towards university. Participants recognized that family inexperience, lack of support at home and school, limited financial resources, and feelings of invisibility constituted obstacles. Nonetheless, participants shared that PFiF students possess resilience and motivation, particularly when paired with suitable support from educational institutions, family, and university initiatives. The results illuminate the difficulties faced by PFiF and draw essential focus to their obstacles and requirements during the initial shift to higher education, ( Pires & Chapin, 2022). Impact of Family Stress on Academic Performance Ongoing research explores the impact of academic and family stress on student depression and academic achievement, using Lazarus’ cognitive appraisal theory. A study by Deng et al. (2022) employed convenience sampling and SEM analysis, finding that both stress sources contribute to depression, impairing academic performance. Another study by Naushad (2022) examined 858 adolescents in Uttar Pradesh, India, using MANOVA and post hoc analysis, revealing that socio-economic status and family environment significantly influence emotional intelligence, academic stress, and achievement. These findings provide valuable insights for parents, teachers, and educators. Additionally Students in high school and college environments encounter a variety of continuous stressors associated with academic expectations. Prior studies suggest that stress related to academics can diminish academic performance, lower motivation, and heighten the likelihood of dropping out of school. The long-term effects, which involve a decreased chance of stable employment, cost governments billions of dollars annually. This narrative review highlights the latest studies on the effects of academic-related stress, including its influence on students’ learning abilities and academic success, mental health issues like anxiety and depression, sleep disruptions, and substance misuse, (Pascoe, et.al., 2022). Resilience in Students Facing Adversity Over the last twenty years, scholars have started examining risk and failure in education by focusing on academic resilience, emphasizing students’ abilities to confront and manage challenges of various magnitudes, ultimately achieving success. This review offers a summary of recent studies examining how academic resilience is developed and impacts student learning and results. Following this, the review addresses supports and factors at the school and system level to evaluate and monitor students’ academic resilience. The review employed a systematic literature search method to find studies and programs globally from 2000–2020, aiming to comprehend how academic resilience forms in student learning and what actions schools can take to foster its growth among students, (Anderson, et.al., 2020). Moreover resilient students succeed academically despite facing socioeconomic challenges, particularly in science education. Using the opportunity-propensity framework, the research explores key factors contributing to academic resilience. Data from 3,377 Grade 8 students in Hong Kong, including 844 from the lowest 25% of socioeconomic status (SES), was analyzed. Machine learning identified ten factors that strongly predict resilience: confidence in science, home resources, enjoyment of science, clarity of instruction, and a sense of belonging at school, among others. The study found that resilient students outperformed their peers on these variables. These insights provide valuable guidance for educators and policymakers, highlighting the most effective intervention strategies to foster academic resilience. Ultimately, the findings suggest that ensuring equitable access to quality science education can help all students, regardless of socioeconomic background, thrive academically, (Wang et al., 2024). Additionally academic resilience refers to a student’s ability to effectively manage academic challenges, stress, and pressure from their studies. Currently, students are encountering numerous issues both in schools and within society. If appropriate measures are not implemented to address these issues, it will induce pressure and stress in students. This could result in unsatisfactory academic results and a higher rate of dropping out. As stated by Masten (2001), resilient individuals possess the capability to confront, overcome, or rebound from serious academic challenges. Therefore, schools, colleges, and universities are crucial in fostering academic resilience in students. The objective of this paper is to compile and showcase the literature review regarding academic resilience in students both nationally and internationally. This research provides a summary of the significance of fostering Academic Resilience in students and the extent to which it contributes to enhancing their academic success. In this study, 30 pieces of literature were gathered from different online and printed sources. (Radhamani & Kalaivani, 2021). Impact of Family Challenges on Student Outcomes This research explored how family difficulties impact the academic performance of secondary school students in Rivers State, Nigeria. It focused on eight factors, including family cohesion, parental presence, disciplinary tone, work-family balance, communication, socio-economic status, and marital status. The study used an ex-post facto design, with data collected through the “Family Challenges and Academic Performance of Senior Secondary School Students Questionnaire” (FCAPSSSQ), which had a reliability coefficient of 0.87. A random sample of 1,993 students from 18 out of 93 public senior secondary schools was selected. Data were analyzed using mean, standard deviation, ANOVA, and t-tests. The results indicated that family-related issues significantly affected students’ academic success. The study recommended that parents foster a positive home environment and that guidance and counseling services be provided to students from single-parent families. Additionally, scholarships and financial aid should be offered to support students from low-income households, (Adetutu & Adebayo, 2021). Stories of Student Resilience and Coping Mechanisms This research explored the experiences of perseverance and achievement among employed students using a phenomenological design. Ten students participated in individual interviews, while seven participated in a focus group. Data were collected through face-to-face interviews and analyzed using the Braun and Clarke model. The findings revealed two main themes regarding how working students experience resilience: managing priorities and overcoming challenges. Two key factors for overcoming adversity included utilizing available resources and gaining support from social networks. The study also highlighted two themes related to personal growth following challenges: enhanced self-confidence and self-esteem, and improved problem-solving skills and adaptability. The research underscores the importance of understanding the unique needs of employed students to foster resilience. By recognizing the specific challenges they face, educational institutions and policymakers can tailor support systems to promote resilience and success among this group, (Alarilla, 2024). This research uses a qualitative case study method to explore how project-based digital storytelling (DST) reflects the resilience of post-secondary English language learners (ELLs) at a minority-serving community college in New York City. Building on previous studies of DST in oral production, this study examines its impact on students' comprehension of academic content related to resilience and traditional composition. Grounded in narrative inquiry (NI), the research analyzes six key cases using social constructivism and resilience theory frameworks. Data were collected through targeted observations, story mapping, oral presentations, reflective responses, and discourse analysis. The study addresses gaps in literature regarding digital storytelling for adult English learners, particularly those who have recently immigrated to the U.S. Results show that storytelling deepens participants’ understanding of resilience and enhances their speaking and grammatical skills, fostering an authentic connection between the participants and their audience, (Hunter, 2024). Theoretical lens This study is anchored in Resilience Theory Masten (2001). Which highlights how individuals adapt to and overcome adversity. Resilience is not simply about bouncing back from hardship, but a process where individuals draw on internal strengths and external resources to navigate challenges. In the context of students facing family difficulties, this theory helps to explain how they manage the emotional and academic stressors that come with such challenges. Resilience can be cultivated through social support systems, personal perseverance, and the development of coping skills, making it essential for students to thrive despite difficult family circumstances. The findings suggest that fostering resilience in students can improve both their academic performance and personal well-being, particularly in challenging life situations. This study also draws on Ecological Systems Theory Bronfenbrenner (2005). Which examines how different layers of an individual's environment influence their development and well-being. In this context, the theory emphasizes how family dynamics, school environments, and community interactions shape a student’s resilience in the face of adversity. The student’s resilience is seen as being influenced by their interactions with these surrounding systems, where support from family, peers, and educators can either buffer the effects of family challenges or exacerbate stress. By exploring the interconnectedness of these systems, this study provides insight into how resilience is not just an individual trait but a product of the broader ecological context in which students operate. This study is also grounded in Social Cognitive Theory Bandura (1986). Which emphasizes the role of observational learning, self-efficacy, and social influences in shaping behavior and resilience. According to this theory, individuals develop resilience by observing others cope with adversity and by building confidence in their own abilities to manage challenges. For students facing family difficulties, this theory suggests that their resilience can be strengthened through the influence of positive role models, supportive social networks, and their own belief in their ability to succeed. The way students perceive their ability to navigate challenges, as well as the encouragement they receive from those around them, plays a crucial role in their ability to overcome obstacles. This theoretical lens helps explain how students can foster resilience through self-reflection, social learning, and the reinforcement of self-efficacy in difficult situations. Importance of the study Validation of Experiences: By emphasizing individual narratives, the research affirms the experiences of students facing family difficulties, mitigating feelings of solitude. School Administrator. The research aids administrators in understanding the various family issues students encounter, including financial struggles, family disputes, or lack of parental involvement, and how these influence their academic success and mental well-being. Teacher. Personal narratives assist educators in cultivating empathy and a stronger bond with learners, nurturing a supportive classroom atmosphere. Students. Students dealing with family difficulties frequently experience feelings of isolation or being misunderstood. This study demonstrates that they are not Isolated and that their challenges are experienced by others.  Future Researcher. This research provides a structure for comprehending how students manage family difficulties and build resilience. Future researchers may utilize its results as a foundation for investigating further variables, groups, or scenarios. Scope and limitation of the study This study explores how students navigate family challenges and develop resilience through their personal stories. It seeks to understand the emotional, social, and academic impacts of family challenges on students, as well as the strategies they employ to overcome them. The study adopts a qualitative approach, emphasizing narrative methods to capture the personal stories of students. Data collection methods may include in-depth interviews, focus group discussions, or reflective journals. Definition of terms This part clarified key terms and concepts utilized in the research. It helped create a shared comprehension for the audience. This part typically features clear definitions, making certain that the audience understands the terms as intended by the researcher. Clear definitions enhance the overall coherence and understanding of the research work. Family Challenges. Fpamily challenges refer to significant stressors or adversities within a student’s family environment, such as financial difficulties, parental conflict, illness, or loss of a caregiver, which can affect their emotional well-being, social interactions, and academic performance (Ungar, 2011). In this study, family challenges specifically denote measurable stressors or adverse events—such as parental separation, financial hardship, or substance abuse—that have a direct impact on a student’s behavior, academic progress, and emotional health, as reported by the student, family members, or educators. Student Resilience. Student resilience is the ability of students to adapt to and recover from adversity by drawing on personal strengths, external support systems, and coping strategies to maintain emotional stability and academic success (Masten, 2001). In this study, student resilience refers to a student’s capacity to navigate academic, emotional, and social challenges while sustaining their well-being and performance. Personal Stories. Personal stories are subjective narratives in which individuals recount their experiences, emotions, and reflections, often used to understand personal growth and meaning (Polkinghorne, 1988). In this study, personal stories serve as a means to explore how individuals interpret and cope with challenges, providing valuable insights into their lived experiences in the contexts of psychology, education, and sociology. Reference Adetutu, M. R., & Adebayo, M. A. (2021). Family challenges and academic performance of secondary school students in Rivers State, Nigeria. 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Digital Stories of Resilience: A Case Study of Urban Community College English Learners. Journal of English Learner Education, 16(2), 3. Graham, A., Truscott, J., O’Byrne, C., Considine, G., Hampshire, A., Creagh, S., & Western, M. (2021). Disadvantaged families’ experiences of home-school partnerships: Navigating agency, expectations, and stigma. *International Journal of Inclusive Education, 25*(11), 1236-1251. Kuchler, T., & Zafar, B. (2019). Personal experiences and expectations about aggregate outcomes. *The Journal of Finance, 74*(5), 2491-2542. Lee-Chua, Q. N. (2022). Faith, family, and friends as integral factors in student resilience in the Ateneo de Manila School of Science and Engineering. *Journal of Filipino Education, 38*(2), 57-71. Naushad, R. B. (2022). Differential effects of socio-economic status and family environment of adolescents on their emotional intelligence, academic stress and academic achievement. 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