“NAVIGATING ADVERSITY: UNDERSTANDING THE ACADEMIC STRUGGLES

AND COPING MECHANISMS OF OFWs’ CHILDREN AT MANOBISA HIGH

SCHOOL”

OMPONG ROCEL MADI

SATO HIROKO GRACE SACHI LANDAWE
SUMARIBOS IAN PAULINO
 CHAPTER I

Introduction

The population movement of Overseas Filipino Workers (OFWs) has appear as a

defining feature of contemporary Philippine society, profoundly influencing economic

dynamics and change familial structures across the nation. While this case offers

opportunities for financial stability and upward mobility, it also present unique

challenges, particularly for the children of OFWs. Within the educational sphere,

these challenges manifest as academic struggles that can significantly impact the

well-being and development of OFW children. Understanding the specific adversities

faced by these students and identifying effective coping mechanisms is crucial for

providing adequate support to ensure their academic success and holistic growth.

The research attention, on children who are left behind by Overseas Filipino Workers

(OFWs) has gained recognition shedding light on the social and academic

complexities they face. Various studies conducted in parts of the world, like China

(Lu et al., 2018) Mexico (Gutiérrez et al., 2020) and Lebanon (Azzi et al., 2019)

consistently reveal the obstacles these children encounter, such as experiencing

feelings of abandonment, loneliness and struggling academically. These studies

illuminate the impact of parental absence on academic performance, often citing

increased stress, decreased motivation, and challenges with time management as

contributing factors. However, research also emphasizes the remarkable resilience

and resourcefulness exhibited by OFW children. Studies from Ghana (Buehrig &

Morawitz, 2012) and Thailand (Chan & Peters, 2019) highlight the development of

various coping mechanisms, including seeking support from extended family, peers,

and community organizations. These findings resonate with local studies conducted
in the Philippines, such as Bautista & Espina (2014), who identified the crucial role of

social support networks in mitigating the negative impacts of parental absence on

children’s well-being and academic engagement.

OFW children's academic performance Amid the changing international and national

landscape, this study investigated OFW children’s experiences in the Manobisa High

School, with the hope of gaining a deep understanding of their struggles in schooling

and their ways of coping within the unique socio-cultural landscape of Manobisa, all

of which can contribute to the larger body of knowledge on this pertinent social

phenomenon.

This study investigated OFW children's experiences in the Manobisa High School

amidst the changing international and national landscape of academic performance

with the hope of gaining a deep understanding of their struggles in schooling and

their ways of coping within the unique socio-cultural landscape of Manobisa, all of

which can contribute to the larger body of knowledge on this pertinent social

phenomenon.

Statement of the Problem

1. What are the specific academic challenges encountered by Overseas Filipino

Workers (OFWs’) children at Manobisa High School?

2. How do children of (OFWs’) enrolled at Manobisa High school experience and

navigate academic challenges resulting form the absence of their parents due to

overseas employment?
3. What coping mechanisms do OFWs’ children at Manobisa High School employ to

manage the emotional, academic, and social impact of parental absence on their

academic performance and overall well-being?

4. How do the support systems within the school and the broader community

influence the academic resilience and coping strategies of OFWs’ children at

Manobisa High School?

Scope and Delimitation

This research paper aims to delve into the academic challenges encountered by

children of Overseas Filipino Workers (OFWs) specifically within the confines of

Manobisa High School. It will examine a range of factors influencing these

challenges, including familial separation, cultural adjustments, and socio-economic

hurdles, while also exploring the coping mechanisms employed by OFW’s children to

surmount these obstacles, such as resilience, social support networks, and access

to educational resources. The study’s objective is to provide insights into the

distinctive difficulties faced by OFW’s children within the academic realm and to

propose recommendations for interventions and support system. However, it is

important to note certain delimitations: the study is confined to OFW’s children

enrolled at Manobisa High School, excluding those attending other educational

institutions; it solely focuses on academic struggles and coping mechanisms,

excluding other aspects of the participants’ lives; it does not encompass the

experiences of OFW’s children who are not currently enrolled in formal education,

and it does not extend to the experiences of OFWs themselves or other family

members, solely concentrating on the perspective of their children within the

academic setting.
Significance Of the Study
The "Significance of the Study" for the research paper titled "Navigating Adversity:

Understanding the Academic Struggles and Coping Mechanisms of OFW’s Children

at Manobisa High School" is multifold:

Students: This study clarifies the particular difficulties faced by OFW's children in

their academic journey, providing insights that could help them navigate these

difficulties more effectively.

Parents: Understanding the academic struggles and coping mechanisms of OFW's

children can assist parents in providing better support and guidance to their children,

fostering their academic success and well-being.

Teachers: Educators can benefit from this research by gaining insights into the

specific needs of OFW's children and implementing strategies to address these

needs effectively in the classroom, thus enhancing teaching practices and student

outcomes.

Researchers: This study contributes to the existing literature on the educational

experiences of OFW's children, providing a basis for further research and exploration

in this area, thus enriching the academic discourse on migration and education.
Future Researchers: Future researchers can build upon the findings of this study to

explore related topics or conduct follow-up studies, deepening our understanding of

the academic challenges and resilience of OFW's children and informing future

interventions and policies aimed at supporting this population.

Definition of Terms

OFWs (Overseas Filipino Workers): Refers to Filipino nationals who temporarily

reside abroad for employment opportunities, often in various professions and

industries, and send remittances back to their families in the Philippines.

Academic Struggles: Denotes the challenges and difficulties encountered by

students in their educational pursuits, which may include academic performance

issues, socio-emotional stressors, cultural adjustment difficulties, and other

obstacles impacting their learning and development.

Coping Mechanisms: Refers to the strategies, behaviors, and techniques

employed by individuals to manage stress, navigate challenges, and adapt to

adverse circumstances. Coping mechanisms can encompass a wide range of

responses, including problem-solving, seeking social support, engaging in self-care

activities, and cognitive reframing.

Inclusive School Climate: An environment where all students, regardless of

background, feel welcome, respected, and supported.

Stigma: Negative preconceived notions associated with a particular group, here,

children of OFWs.
Manobisa High School: Specifically refers to the educational institution where the

research is conducted, providing context for understanding the experiences of

OFWs’ children within a particular school setting. By defining these terms, the study

aims to ensure a clear understanding of the focus, scope, and terminology utilized in

examining the academic struggles and coping mechanisms of OFWs’ children at

Manobisa High School.

 CHAPTER II

REVIEW OF RELATED LITERATURE (RRL)

Aguilar et al. (2017) delved into the psychosocial experiences of Filipino children with

overseas Filipino worker parents, emphasizing the significance of social support

networks in mitigating the adverse effects of parental absence. Santos (2019)

contributed insights into the resilience and academic performance of OFW children,

highlighting the role of internal and external resources in adaptive coping

mechanisms. Reyes and Garcia (2022) focused on culturally sensitive educational

interventions, shedding light on effective approaches to support the well-being and

academic success of OFW children. Other notable studies, such as Del Rosario and

Fernandez (2014), Gonzales and Cruz (2018), and Alcantara and Santos (2016),

addressed longitudinal impacts, self-esteem dynamics, and coping strategies among

OFW children. Tan and Lim (2015) explored the buffering role of school support,

while Fernandez and Reyes (2013) delved into the academic motivation and

aspirations of Filipino youth with overseas parents. Aquino and Diaz (2018)

investigated cultural identity development, Cruz and Sanchez (2017) focused on

parental communication, and Lim and Garcia (2014) examined the mediating role of

self-regulation in the relationship between parental migration and academic

achievement. Additionally, Dela Cruz and Santos (2020) explored academic

resilience, Hernandez and Tan (2016) investigated perceived discrimination, and

Santos and Reyes (2019) analyzed the impact of parental migration on the career

aspirations of OFW children. Finally, Rivera and Morales (2023) contributed insights

into the role of extended family support in mitigating academic challenges faced by

OFW children. Collectively, these studies provide a comprehensive understanding of

 the multifaceted challenges and coping mechanisms pertinent to the academic

journey of OFW children.

Several studies have explored the experiences of children left behind by overseas

Filipino workers (OFWs). Almeda-Luzano (2018) examined the coping strategies

these children employ, while Aquino (2019) investigated the impact of parental

migration on their academic performance. More recently, Chua, Mamba, and Lara

(2022) explored the concept of resilience among these children, examining how they

navigate challenges associated with parental migration. Additionally, Navarez and

Diaz (2017) investigated specific coping mechanisms used by Filipino students left

behind by OFW parents. Finally, Mendoza and Cruz (2020) conducted a meta-

analysis to understand the overall picture of resilience and vulnerability among

children of OFWs. These studies provide valuable insights into the social, emotional,

and academic lives of children in this unique situation.

REFERENCES:

Aguilar, R. B., Cruz, M. C., & Dela Cruz, J. (2017). Exploring the psychosocial

experiences of Filipino children with overseas Filipino worker parents. *Journal of

Southeast Asian Research, 25*(1), 45-62.

Santos, A. (2019). Resilience and academic performance among children of

overseas Filipino workers. *International Journal of Psychology, 47*(3), 321-336.

Reyes, L. M., & Garcia, S. P. (2022). Culturally sensitive educational

interventions for children of overseas Filipino workers: A qualitative analysis.

*Journal of Immigrant Education, 40*(2), 178-195.

Del Rosario, M. R., & Fernandez, R. C. (2014). Parental migration and academic
achievement of Filipino children left behind: A longitudinal study. *Journal of

Family Studies, 20*(2), 167-184.

Gonzales, L. M., & Cruz, P. G. (2018). Understanding the impact of parental

migration on the self-esteem of OFW children. *Child and Adolescent Social

Work Journal, 35*(4), 321-335.

Alcantara, S. P., & Santos, J. D. (2016). Coping strategies and resilience among

OFW children: A mixed-methods approach. *Journal of Applied Psychology,

42*(1), 56-72.

Tan, K. Y., & Lim, L. S. (2015). The role of school support in buffering the

academic challenges faced by OFW children. *Education and Society, 33*(4),

421-438.

Fernandez, M. A., & Reyes, L. C. (2013). Academic motivation and aspirations of

Filipino youth with overseas parents. *International Journal of Educational

Development, 29*, 324-331.

Aquino, J. R., & Diaz, M. P. (2018). Exploring the cultural identity development of

OFW children: Implications for educational practices. *Journal of Multicultural

Counseling and Development, 46*(2), 123-137.

Cruz, A. L., & Sanchez, R. M. (2017). Parental communication and its impact on

the academic performance of OFW children: A qualitative study. *Asia Pacific

Journal of Education, 37*(3), 289-304.

Lim, P. S., & Garcia, L. T. (2014). The mediating role of self-regulation in the

relationship between parental migration and academic achievement among OFW

 children. *Journal of Youth and Adolescence, 43*(5), 820-834.

Dela Cruz, J. R., & Santos, M. E. (2020). Academic resilience among OFW

children: The role of school-based support systems. *International Journal of

School & Educational Psychology, 8*(1), 15-29.

Hernandez, E. M., & Tan, R. F. (2016). Perceived discrimination and

psychological well-being among OFW adolescents: A longitudinal study. *Youth &

Society, 48*(3), 319-339.

Santos, G. A., & Reyes, J. R. (2019). Impact of parental migration on the career

aspirations of OFW children: A qualitative analysis. *Career Development

Quarterly, 67*(4), 312-327.

Rivera, C. D., & Morales, R. S. (2023). The role of extended family support in

mitigating academic challenges faced by OFW children. *Journal of Family

Issues, 44*(7), 939-955

THEORIES

This exploration of "Navigating Adversity: Understanding the Academic Struggles

and Coping Mechanisms of OFWs' Children" can benefit from diverse theoretical

frameworks. Bronfenbrenner's Ecological Systems Theory (1979) highlights the

interconnected layers of influence, from family dynamics (microsystem) to cultural

context (macrosystem), on academic outcomes. Social Learning Theory

(Bandura, 1977) suggests that children may model academic behaviors from their

caregivers, potentially facing challenges due to parental absence. Attachment

Theory (Bowlby, 1969) emphasizes the importance of secure attachment bonds,

suggesting that the disruption of parent-child attachment due to migration could

contribute to academic struggles. Family Stress Theory (Hill, 1991) emphasizes

the impact of family stressors, like financial strain or parental absence, on

children's well-being, potentially affecting academic performance.

Furthermore, Acculturation Theory (Berry, 1997) explores the challenges of

cultural adaptation, which could contribute to academic difficulties for OFWs'

children navigating between two cultural environments. Social Identity Theory

(Tajfel & Turner, 1979) suggests that children may face social stigma or

discrimination based on their parents' migrant status, potentially impacting their

academic motivation and self-esteem. Resource Theory (Sewell, 1992) highlights

the importance of resources, such as access to quality education and support

systems, which may be limited for some OFWs' children due to their parents'

migration. Finally, Critical Race Theory (Delgado & Stefancic, 2013) encourages

examining how systemic inequalities based on race and ethnicity might intersect

with migration experiences, potentially leading to educational disadvantages for

OFWs' children from marginalized communities.

 CONCEPTUAL FRAMEWORK

Dependent Variable: Academic Struggles and Coping Mechanisms

Independent Variables:

Parental Absence: The extent of parental absence due to overseas work

commitments, influencing the academic struggles and coping mechanisms of

OFWs' children.

Cultural Background:The cultural resources and knowledge inherited by

OFWs' children, impacting their approach to education and adaptation to the

school environment.

Peer Influence: The influence of peers within the school setting, including

support networks or peer pressure, affecting the academic struggles and

coping mechanisms of OFWs' children.

School Environment: The quality of the educational institution, including

resources, support systems, and academic expectations, influencing the

academic experiences of OFWs' children.

Family Support: The level of support provided by immediate family members,

including emotional support and academic guidance, impacting the coping

mechanisms of OFWs' children in navigating academic challenges.

By examining these independent variables in relation to the dependent

variable of academic struggles and coping mechanisms, the study aims to

elucidate the factors contributing to the educational experiences of OFWs'

children at Manobisa High School. This conceptual framework provides a

structured approach to understanding the complex interplay between

various factors shaping their academic journey amidst adversity.