Lived Experiences: From the Viewpoint (Perspectives) of a Student Exposed to Early Labor

Abstract

This phenomenological study explored the lived experiences of secondary students engaged in early labor while attending school at Angga-an Integrated School, Damulog, Bukidnon, during the 2025–2026 school year. Early labor remains a significant concern in economically vulnerable communities, yet the perspectives of student-workers are often underrepresented in educational research. The study aimed to understand the challenges students face, the circumstances that led them to work, the strategies they use to balance employment and schooling, and the support they believe is needed. Using purposive sampling, eleven participants who were actively engaged in work while enrolled in school were selected. Data was gathered through semi-structured interviews, field notes, and reflective memos, then analyzed using thematic analysis. Trustworthiness was established through member checking, peer debriefing, reflexive journaling, and an audit trail. Four major themes emerged: (1) multidimensional burdens of work, including fatigue, stress, and limited social participation; (2) labor as a response to economic necessity, shaped by poverty, family responsibilities, and school-related costs; (3) resilience in balancing work and study through time management, adaptive coping, and persistence; and (4) the need for shared systems of support from families, schools, communities, and government institutions. The study concludes that early labor is not merely an individual choice but a response to structural inequality. Sustainable interventions should reduce educational barriers, strengthen learner protection, and expand support systems that enable vulnerable students to remain in school.