THE LIVED EXPERIENCES OF STUDENTS UNDER FOSTER CARE: A MULTIPLE CASE STUDY

Social Science

This qualitative multiple-case study explored the lived experiences, challenges, coping mechanisms, and insights of students living under foster- or kinship-care arrangements at Bayabas National High School during School Year 2025-2026. Five students were purposively selected as informants based on their direct experience of living under the daily care of grandparents, aunts, or uncles rather than their biological parents. Data were gathered through validated semi-structured in-depth interviews, audio-recorded with consent, transcribed verbatim, translated into English when necessary, and examined through within-case coding and cross-case thematic analysis. The findings showed that the informants experienced pain, confusion, anger, longing, grief, loneliness, financial difficulty, adjustment problems, fear of abandonment, and relationships with foster parents that were complicated but meaningful. These experiences affected concentration, behavior, emotional well-being, and participation in school; however, some informants also became more organized, independent, and determined. They coped by acknowledging their pain, focusing on their studies, praying, writing, seeking support, engaging in sports or music, keeping busy, resting, controlling anger, and setting future goals. Foster parents helped through consistent presence, discipline, advice, emotional encouragement, and material assistance. The informants learned patience, self-understanding, discipline, hard work, independence, and the value of education as a pathway to transformation. They aspired to finish their studies, obtain stable work, repay their caregivers, and become examples to other young people in similar situations. The study concluded that resilience among students under foster care was strengthened when stable caregiving, trauma-sensitive school support, academic assistance, and dependable relationships worked together.

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