TEACHERS’ LIVED EXPERIENCES WITH LEARNERS AT RISK OF DROPPING OUT

Abstract

This qualitative study explored and understood the lived experiences of teachers in addressing the needs of learners at risk of dropping out within the framework of Sustainable Development Goal 4 (SDG 4), which promotes inclusive and equitable quality education for all. Conducted among selected elementary school teachers in M’lang South District, Division of Cotabato, the study employed a phenomenological approach using in-depth interviews and focus group discussions to capture teachers’ narratives, perceptions, and strategies in mitigating student attrition. The data were analyzed thematically, revealing three major themes: teachers’ lived experiences in dealing with learners at risk, strategies employed to support and retain learners, and challenges encountered alongside parental support in addressing dropout risks. Findings revealed that teachers assumed multiple roles, as educators, mentors, and emotional caregivers, demonstrating empathy, adaptability, and a strong sense of social responsibility in dealing with learners facing poverty, absenteeism, and low motivation. Effective practices included differentiated instruction, positive reinforcement, home visitation, peer mentoring, and collaboration with parents, guidance counselors, and local communities. However, teachers faced significant challenges such as limited resources, lack of parental involvement, emotional exhaustion, and the absence of institutional mental health support. Despite these barriers, teachers’ commitment and contextual innovations reflected a deep dedication to inclusive and compassionate education aligned with SDG 4. The study implied that dropout prevention requires systemic collaboration among teachers, school leaders, parents, and local stakeholders to address both academic and socio-economic barriers. It also emphasized the need for professional development focusing on emotional intelligence, trauma-informed teaching, and culturally responsive pedagogy. Future research may explore longitudinal and multi-stakeholder perspectives to evaluate the long-term impact of school-based interventions and collaborative practices on learner retention. Overall, this study affirmed that teachers’ lived experiences serve as the foundation for building equitable, inclusive, and sustainable educational systems.