V3I6P68

Lived Experiences of Parents with Children from Vulnerable Families

Arlyn S. Gonzaga^1*, Aida C. Abad, PhD²

Abstract

This study explored the lived experiences of parents with children from vulnerable families in supporting their children’s education within contemporary schooling contexts. Specifically, it examined parents’ meanings of educational success, the influence of life histories and family circumstances on aspirations, the challenges encountered in supporting schooling, and the coping mechanisms used to navigate these difficulties. A qualitative narratological research design was employed, involving 15 parent-participants or primary caregivers selected through maximum-variation purposive sampling to capture diverse family and social contexts. Data were collected through semi-structured interviews and analyzed using narratological thematic analysis. Findings revealed that parents viewed educational success beyond academic achievement, emphasizing school continuity, literacy, character formation, future security, dignity, and cultural identity. Parents’ aspirations were shaped by poverty, interrupted schooling, migration, family responsibilities, and limited resources. Challenges included financial difficulties, emotional strain, time constraints, communication barriers, and cultural adjustment concerns that affected children’s schooling experiences. Despite these adversities, parents remained committed through sacrifice, resourcefulness, family and community support, communication with teachers, faith, and hope. The study highlights the importance of inclusive, culturally responsive, and context-sensitive school-family-community partnerships in strengthening educational support for learners from vulnerable backgrounds.

Keywords:

Vulnerable Families, Parental Support, Lived Experiences, Educational Challenges, School-Family Partnership