BETWEEN DREAMS AND EXHAUSTION: A DESCRIPTIVE INQUIRY ON THE

EXPERIENCES OF WORKING HIGH SCHOOL STUDENTS

CHAPTER I

A. Introduction

Background of the Study

In today's world, more and more high school students are taking on jobs

while continuing their education. These students have to balance their

schoolwork, exams, and extracurricular activities with their work responsibilities.

This can be very challenging as they often experience lack of sleep, physical

exhaustion, and high levels of stress. Despite these struggles, many students

choose to work because they need to support themselves or their families, gain

independence, or get job experience for the future.

Juggling school and work can take a toll on students' well-being. Many

working students have a hard time keeping up with deadlines, preparing for

exams, and actively participating in class because they are too tired from their

jobs. Some work long hours, stand for extended periods, or do physically

demanding tasks, which leaves them feeling exhausted. Mentally, they also

experience stress and burnout from trying to manage their responsibilities. With

little time left for socializing or self-care, some students may feel isolated or

overwhelmed. Without proper support, the pressure of handling both school and

work can affect their academic performance and personal growth.

This study aims to describe the experiences of high school students who

are working while studying. It will focus on the challenges they face in balancing

their education and employment. Using a quantitative approach, the research will
gather information about their work hours, job types, academic workload, stress

levels, and ways of coping. By analyzing these factors, this study hopes to

provide a better understanding of how having a job impacts students' daily lives,

health, and academic performance. The results of this study may help schools

and communities create better support systems for working students so they can

manage their responsibilities more effectively.

Child labor is a serious issue that affects children’s education worldwide.

According to the International Labour Organization (2021), around 160 million

children aged 5 to 17 are involved in child labor, with many working in dangerous

conditions. In some places, like sub-Saharan Africa, about 18% of children are in

child labor, with boys at 20.3% and girls at 15.6%. Many children who work

struggle to go to school because they are too tired, don’t have enough time, or

have to prioritize earning money over learning. In Nigeria, children as young as

six work in illegal mining operations, which prevents them from getting an

education (AP News, 2023a). In Turkey, the rising cost of living has forced many

children to stop studying and start working to support their families (AP News,

2023b). These situations trap children in poverty and limit their opportunities for a

better future. Because of this, it is important to have policies that protect

children’s right to education and prevent child labor (Vogue Business, 2024).

In the Philippines, child labor is also a big problem. According to the

Philippine Statistics Authority (PSA, 2020), around 597,000 children aged 5 to 17

are engaged in hazardous labor, mostly because of financial struggles. Many

children are forced to work to help their families, which often leads to frequent
absences from school, poor academic performance, and even dropping out. The

long hours and physically demanding work make it hard for them to focus on

learning. The lack of quality education also worsens poverty, making it difficult for

these children to improve their future opportunities.

Students who work face many challenges that can negatively affect their

school performance, health, and well-being. Many suffer from lack of sleep and

excessive fatigue, making it hard to concentrate in class (ILO, 2021). Stress and

anxiety are also common due to their busy schedules (UNESCO, 2020).

Financial struggles push some students to prioritize work over their studies,

leading to more absences and even dropping out (PSA, 2020). Without proper

support, these difficulties can make it harder for working students to succeed in

school and reach their full potential (UNICEF, 2019).

This study will examine the experiences of high school students who work

while studying, focusing on the challenges they face in managing their academic

and work responsibilities. It will use a quantitative approach to gather data on

their work schedules, job types, school workload, stress levels, and coping

strategies. By studying these factors, the research aims to give a clearer picture

of how employment affects students' lives. The findings may help highlight the

need for schools and communities to provide better support systems for working

students so they can succeed in both school and work.

B. Statement of the Problem

This study aims to describe the experiences of working high school

students, particularly the challenges they face in balancing school and work, the

factors influencing their decision to work, and the coping mechanisms they

employ. Specifically, this research seeks to answer the following questions:

1. What are the common challenges faced by working high school students in

managing both academic and employment responsibilities?

2. What factors influence high school students to engage in employment while

studying?

3. How do working high school students cope with the demands of both school

and work?

4. What are the perceived effects of working on their academic performance and

overall well-being?

C. Scope and Delimitations

This study focuses on the experiences of working high school students,

specifically examining the challenges they encounter, the factors influencing their

decision to work, their coping mechanisms, and the perceived effects of

employment on their academic performance and well-being. The study aims to

provide a deeper understanding of how these students navigate the demands of

both work and school.

 The participants of this study are 50 purposively chosen Grade 10

students from Eduardo Cojuangco National Vocational High School who are

currently engaged in employment while attending school. The study is limited to

this specific group, meaning the findings may not be generalizable to students in

other grade levels, schools, or regions. Additionally, data collection will be

conducted from February to March 2025, capturing only the students’

experiences within this timeframe. The study will not include younger or older

students, out-of-school youth, or those working full-time. Furthermore, it will focus

solely on describing students' experiences and will not include an intervention or

comparative analysis with non-working students.

D. Significance of the Study

This study aims to provide valuable insights into the experiences of

working high school students, shedding light on the challenges they face and the

factors influencing their academic and employment balance. The findings of this

research will be beneficial to the following stakeholders:

 School – The study will contribute to a better understanding of the needs and

struggles of working students, allowing the school to develop policies and

support systems that foster an inclusive and accommodating learning

environment. This may include flexible academic arrangements or additional

resources to aid students balancing work and studies.

 School Administrators – The results will help school administrators design

and implement programs that address the specific needs of working students.
 Understanding their experiences can aid in the creation of student-centered

policies that promote academic success while considering the realities of

student employment.

 Teachers – Educators will gain insights into the academic difficulties and

constraints faced by working students. This knowledge can help teachers

adjust their instructional strategies, provide academic support, and foster a

more empathetic and understanding classroom environment.

 Parents – The study will provide parents with a deeper awareness of the

struggles their children face while juggling work and school. This can

encourage open communication between parents and students, leading to

better guidance and support in balancing academic responsibilities and

employment.

 Students – Working students can benefit from the study by gaining

awareness of the challenges their peers face, as well as potential coping

strategies that can help them manage both work and school effectively.

Additionally, the study may encourage discussions on student welfare and

rights in the workplace.

 Other Researchers – The study will serve as a reference for future research

on student employment, academic performance, and well-being. It can

provide a foundation for further studies exploring the long-term effects of

working while studying and the development of interventions to support

working students.
E. Review of Related Literatures

Child labor is defined by the International Labour Organization (ILO) as

work that deprives children of their childhood, potential, and dignity while

interfering with their schooling and development (ILO, 2021). It includes

employment that is mentally, physically, socially, or morally harmful to children

and that prevents them from attending school, forces them to leave school

prematurely, or requires them to combine school attendance with excessively

long and heavy work (United Nations International Children's Emergency Fund

[UNICEF], 2020). The World Bank (2019) also emphasizes that child labor differs

from acceptable forms of child work, such as assisting in family businesses, as it

involves work that is exploitative and detrimental to the child’s well-being and

future prospects.

In the Philippine context, Republic Act No. 9231, or the Special Protection

of Children Against Child Abuse, Exploitation, and Discrimination Act, defines

child labor as work that subjects children under 18 years old to exploitative,

hazardous, or forced labor conditions (Department of Labor and Employment

[DOLE], 2021). According to the Philippine Statistics Authority (PSA, 2020), child

labor in the country remains a significant issue, with many children engaged in

informal and hazardous labor due to poverty. The Department of Social Welfare

and Development (DSWD, 2019) also highlights that child labor is particularly
prevalent in agriculture, domestic work, and informal street labor, often putting

children at risk of abuse and exploitation.

The relationship between child labor and education has been widely

studied, with findings consistently showing that child labor negatively impacts

educational outcomes. According to a global study by Khan and Lyon (2018),

children engaged in labor often experience poor academic performance, low

attendance rates, and a higher likelihood of dropping out of school due to fatigue

and time constraints. Similarly, Edmonds and Shrestha (2020) found that working

students in developing countries struggle to keep up with their studies, as their

work schedules interfere with learning, homework, and rest. The United Nations

Educational, Scientific and Cultural Organization (UNESCO, 2020) reported that

child labor is a significant barrier to achieving universal education, as millions of

children worldwide are unable to complete basic schooling due to their work

commitments.

In the Philippines, research by Orbeta (2019) revealed that child labor

significantly affects school participation rates, with many working children failing

to complete their basic education. The study also emphasized that long working

hours reduce students' ability to focus and participate in school activities.

Meanwhile, Abrigo and Francisco (2020) found that children engaged in labor

often suffer from poor academic performance, as exhaustion and stress hinder

their ability to concentrate in class. According to a report by the Philippine

Institute for Development Studies (PIDS, 2021), financial difficulties are a primary

reason why children work, and without sufficient government intervention, child
labor will continue to be a major hindrance to achieving educational equity in the

country.

Working students experience various hardships that impact both their

academic and personal lives. A study by Basu and Van (2019) found that many

working students struggle with extreme fatigue, lack of sleep, and difficulty

balancing school and work, leading to mental and emotional stress. Similarly,

Dumas (2021) highlighted that working students, particularly those from low-

income families, often face discrimination in schools due to their employment

status, leading to lower self-esteem and social isolation. Further, research by

Guarcello et al. (2018) revealed that child laborers frequently suffer from health

issues due to hazardous work conditions, which in turn affect their school

attendance and performance.

In the Philippine setting, Alonzo and Guinto (2019) explored the lived

experiences of working high school students and found that most of them work

out of financial necessity, facing significant stress from the burden of supporting

their families while pursuing their education. Meanwhile, a qualitative study by

Ramos (2020) revealed that working students struggle with time management,

often prioritizing work over school due to immediate financial needs. According to

the study, the lack of institutional support further exacerbates their difficulties,

making it harder for them to excel academically. Additionally, research by Castillo

(2021) found that many working students experience social stigma, with some

teachers and classmates viewing them as less capable due to their divided

attention between school and work.

 The reviewed literature highlights the significant challenges faced by

working high school students, particularly the negative impact of child labor on

education. Both foreign and local studies emphasize that working students often

experience exhaustion, stress, poor academic performance, and an increased

risk of dropping out. These challenges are further compounded by financial

constraints, social stigma, and limited institutional support. The studies also

reveal that child labor remains a persistent issue in both global and Philippine

contexts, driven largely by economic necessity. While existing policies and laws

aim to protect children from exploitative labor, gaps remain in providing adequate

support to working students. This study builds upon these findings by focusing on

the specific experiences of working high school students at Eduardo Cojuangco

National Vocational High School, aiming to provide deeper insights into their

struggles and coping mechanisms within the Philippine educational system.

F. Definition of Terms

This section defines key terms used in the study for clarity and

consistency.

Child Labor – Conceptually, it refers to work that negatively affects children’s

well-being and education (ILO, 2021). Operationally, it pertains to the

employment of Grade 10 students at Eduardo Cojuangco National Vocational

High School that impacts their academic performance and attendance.

Working Student – Defined as a student managing both employment and

academic responsibilities (Dumas, 2021). In this study, it refers to Grade 10

students who work while attending school.

Education – Generally, it is the structured acquisition of knowledge and skills

(UNESCO, 2020). Here, it refers to the academic learning and school

experiences of working students.

Academic Performance – Conceptually, it measures a student’s achievement in

school through grades and participation (Edmonds & Shrestha, 2020).

Operationally, it pertains to the grades and classroom engagement of working

students.

Time Management – Defined as the effective allocation of time for various tasks

(Khan & Lyon, 2018). In this study, it refers to how working students balance

school and work responsibilities.

School Attendance – Conceptually, it is a student’s regular presence in school

(UNICEF, 2020). Operationally, it pertains to the frequency of class attendance

among working students.

Financial Necessity – Generally, it is the economic need compelling individuals

to work (Basu & Van, 2019). In this study, it is the primary reason why students

engage in employment.

Fatigue – Defined as exhaustion from prolonged work or stress (Guarcello et al.,

2018). Here, it refers to the physical and mental strain experienced by working

students.