Discipline

Education

Abstract

There are many untold stories about the resilience of urban poor communities. Due to poverty, the educational system in the Philippines is significantly impacted, affecting students' overall well-being. This is evident among 4Ps beneficiaries under the program launched by the DSWD in 2008 under Republic Act No. 11310, which provides conditional cash grants for child education and health. However, despite the efforts of the 4Ps program, poverty remains a major obstacle, as seen in some barangays in Quezon City, especially Payatas, where socio-economic struggles are prevalent. This study explores the lived experiences of 4Ps student beneficiaries at Justice Cecilia Muñoz Palma High School in Brgy. Payatas B, Quezon City, who encounter many challenges. The purpose of the study is to understand the lived experiences of 4Ps student beneficiaries within the educational context, including how they became program participants, the challenges they face, coping mechanisms, and recommendations for program improvement. The study employs a qualitative phenomenological approach to identify the lived experiences of 4Ps beneficiaries enrolled at the school. Data are collected from semi-structured interviews in written form. Phenomenological analysis and coding are utilized to analyze interview data through thematic analysis. The findings indicated that most 4Ps student beneficiaries recognized challenges such as insufficient cash grants amid rising costs and external barriers that hindered academic success. Yet, they valued Family Development Sessions, which drove family improvements, and remained motivated to pursue education. The findings highlighted a dual narrative: students faced persistent challenges, which reflected the dynamic realities of urban poor communities, where poverty shaped students' worldviews, influenced their beliefs, values, and decision-making, and often turned hardships into resilience. Addressing these gaps could not only ease academic hurdles but also empower students to recognize how their lived experiences drove personal growth and long-term success. Recommendations for the DSWD and stakeholders included increasing cash grants for the beneficiaries, refining beneficiary selection, adding more psychosocial and digital literacy training, and enhancing Family Development Sessions with livelihood programs to break poverty cycles holistically.

Keywords

lived experiences, student beneficiaries, challenges of student beneficiaries, 4ps, poverty, educational challenges.