Author

Christine A. Calwing*
Teacher 1 – Taloctoc General Comprehensive National High school/Bulanao, Tabuk City, Kalinga, Philippines

Abstract

The phenomenological study set out to capture the everyday realities of secondary‑school students who live in the remote, marginalized villages of Tanudan district. Its dual purpose was to (1) identify the obstacles that hinder their schooling and the coping tactics they use to stay enrolled, and (2) distill the core qualities that make these learners “resilient indigenous students,” as expressed in their own stories of struggle and achievement. The findings are intended to inform the design of community‑ and school‑based interventions that can reinforce the support network the students already rely on. Because the goal was to uncover lived experience, the researchers conducted semi‑structured interviews, allowing each student to narrate his or her personal journey of perseverance. The data revealed that, despite considerable hardships, geographic isolation, limited resources, and cultural marginalization, these youths regard education as a purposeful pathway toward a brighter future. Their narratives show a striking capacity to adapt, persist, and find meaning in learning. Equally important, the study highlighted the pivotal role of families, teachers, and the broader community. Parental encouragement, attentive mentorship, and collective village support emerged as the primary forces that shape and sustain the students’ resilience. By translating these insights into targeted programs, policymakers and educators can better nurture the strengths already present in Tanudan’s indigenous learners.

Keywords: Resilience, Remote, Marginalized students, Lived Experiences

*Corresponding author/ Email: christine.calwing@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS0502950

Recommended citation:
Calwing, C. A. (2026). Lived experiences of students in remote and marginalized communities: Basis for intervention program. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 938-954. http://doi.org/10.69651/PIJHSS0502950

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