From Mountains to Metropolis: Perception on Stress, Adaptation and Growth of Indigenous Students in Urban-Based Schools

Abstract

Indigenous learners often encounter significant stress as they transition into unfamiliar urban-based school environments, where differences in culture, language, and academic expectations create multiple challenges. This study aimed to explore the perceived stress, cultural adaptations, and personal growth of Indigenous Peoples (IP) learners who migrated from rural to urban schools, using a qualitative descriptive research design to capture their lived experiences in depth. Data were collected through semi-structured interviews with twelve purposively selected participants, ensuring that the information gathered was both relevant and meaningful. Through thematic analysis, the findings revealed that IP learners experienced various forms of stress, including financial constraints, academic adjustments, social pressures, and emotional struggles while studying in urban-based schools. Despite these challenges, the learners demonstrated resilience by employing adaptive strategies such as building peer connections and engaging in self-regulated learning to manage their academic and social demands. These adaptation strategies played a crucial role in helping them navigate their new environment more effectively. Over time, such coping mechanisms contributed to meaningful personal growth, particularly in the development of academic confidence, strengthened resilience, and a greater sense of autonomy in their learning. Based on these findings, the study proposes the use of mediation analysis to examine cultural adaptation as a mediating factor between stress and personal growth. Additionally, exploratory factor analysis is recommended to develop and validate survey instruments grounded in the identified themes, thereby supporting future research and educational interventions designed to enhance the academic experiences and overall well-being of Indigenous learners.