SEA TO SCHOOL: LIVED EXPERIENCES OF STUDENTS

WORKING AS FISHERMEN

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 18
Issue 1
Pages: 14-19
Document ID: 2024PEMJ1637
DOI: 10.5281/zenodo.10836323
Manuscript Accepted: 02-15-2024
 Psych Educ, 2024, 18(1): 14-19, Document ID:2024PEMJ1637, doi:10.5281/zenodo.10836323, ISSN 2822-4353
Research Article

Sea to School: Lived Experiences of Students Working as Fishermen

Margarette Joy B. Rio, * Jewel A. Oliveros
For affiliations and correspondence, see the last page.
Abstract
This study explored the lived experiences of students working as fishermen. The research used a phenomenological
approach to gather data through in-depth interviews with seven purposively selected senior high school students who
have at least three years of fishing experience. The data were analyzed using Creswell's method, which resulted in six
themes and several subthemes. The first theme, leading reasons for the toil, identified poverty and the need to pay off
family debts as the primary motivations for students to work as fishermen. The second theme, the realities of a student
working as a fisherman, highlighted the challenges and physical tolls of the job, such as dangers at the sea, fatigue,
and sleep deprivation. The third theme, meddlers of challenges identified friends, parents, and teachers as sources of
support and inspiration for the students. The fourth theme, reap of labor, showed that fishing provides financial support
for both the family and the working student, and prepares them for the realities of life. The fifth theme, hopes, and
aspirations for the future, revealed that some students use their fishing experience to aspire for a professional career
in the seafaring industry, while others aim to complete their education for a better future. Lastly, the theme lessons
learned from the experience showed that the students developed values of responsibility, resilience, and faith in the
Almighty. They also learned the value of hard-earned money and the importance of perseverance.
Keywords: aspirations, challenges, lessons learned, realities, students working as fishermen

Introduction
As the well-known saying goes, "Poverty is not a hindrance to success", education has become one of the leading factors to escape
poverty. Children from one generation to another were taught the importance of education and of not wasting this opportunity that will
help them attain a better future. However, time and technology were not able to fully address poverty. According to Tan and Gonzales
(2021), the Philippines' poverty incidence remains high, with 23.8 percent of its population facing poverty, particularly those belonging
to households with poor educational attainment and living in rural areas. With this, children were pushed to enter the workforce to help
their families and support their education.
The prevalence of working students has become a regular occurrence everywhere, and this phenomenon is primarily motivated by
financial constraints (Abenoja et al., 2019). It has also been attested that child labor is a sign of poverty (Race et al., 2020). In the
Philippines, despite various forms of government funding to support children's education, 872 thousand, or 2.8 percent of the total
population of 31.17 million children aged 5 to 17 were employed, according to the Philippine Statistical Authority (PSA) (Reyes,
2020). Fishing, one of the primary sources of income for over 1.6 million people in the country (Lamarca, 2017), employs 4.8 percent
of the 872 thousand children working while studying. The agricultural sector, including the fishing industry, registered the most
working children in 2020, followed by the service and industry sector (PSA, 2020).
This concern has already been recognized as part of the Sustainable Development Goals (SDG) 1, Ending Poverty in All its Forms
Everywhere, and SDG 4, Ensuring Inclusive and Equitable Quality Education and Promoting Lifelong Learning Opportunities for All,
as it aimed to address the challenges of poverty and educational gaps including those experienced by working students.
It is complex to be a student and work at the same time. The Freeman (2016) once published an article describing the life of a working
student and portrays them as exceptional individuals who were able to manage two significant life endeavours simultaneously. Studies
have shown that the primary motivation for students to work, the most prevalent sort of employment, is a desire for money to meet an
immediate or urgent need, make up for a deficiency in other forms of student support, enhance the quality of the educational experience,
or advance future goals (Williams, 2014). Similarly, students work to support their families and educational needs. They are motivated
to work while studying to reach their goals and live comfortably, showing that poverty does not hinder success (Balacuit & Lopio,
2022).
Along with the struggles and challenges that these students face as they juggle work and studies. Burgos et al. (2016) have examined
and covered the different mental and physical adversities that come with juggling obligations. It has also impacted their ability to work
and study continuously and efficiently which resulted in academic pressure and low academic performance. Race et al. (2020)
highlighted issues concerning working students such as sleep deprivation, multitasking, lack of spare time, and material dissatisfaction.
Studies such as those of Balderrama et al. (2021) also discovered that some working students struggle to balance employment and
school. Working student needs to be able to prioritize their tasks and manage their time well to balance employment and school at the
same time. Lack of sleep depletes their energy, making studying and working harder. Concentrating on their studies and job is
challenging, which can eventually cause tension.
As part of the Department of Education's mission to protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education, this phenomenon is of interest to the researcher for the school to implement admirable educational

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Research Article

programs that can cater to the needs of these students whose studies are affected due to working.
Studies about the lives and experiences of working students have been conducted all over the world. However, there were few to none
focusing on those working in the sea and how it impacted the lives of these students. Despite that, a common trend has emerged among
the studies about working students. Challenges and adversities are common, and students apply different coping mechanisms to survive.
Besides, every challenge is an opportunity to grow and learn and the motivation to continue working while studying. Thus, this study
aimed to explore the lived experiences of students in a secondary school who work as fishermen.
On the other hand, this study was also conceptualized to give light on their experiences and how they gave importance to their education
as they continued going to school after their toil. Furthermore, this study affirmed the studies conducted on working students but was
focused on those that work as fishermen.
Research Objectives
This study aimed to explore the lived experiences of students in a secondary school who work as fishermen.

Methodology
Research Design
This study utilized a phenomenological approach as it intends to document the lived experiences of students working as fishermen.
Phenomenological research is a qualitative research methodology that aids in portraying an individual's lived experiences. The
phenomenological approach concentrates on examining the phenomena that have affected a person. This method emphasizes the details
and identifies a phenomenon as a person in each circumstance views it. It can also be used to research the behaviors that a group of
people have in common (Harappa, 2021).
Participants
The participants of this study are seven (7) senior high school students enrolled in one of the secondary schools in Escalante City for
the school year 2022-2023. It is based on Creswell's (2013) recommendations of the sample size range in a phenomenological study of
three to ten cases. They were purposively selected based on the following inclusion criteria: a bonafide Junior High School or Senior
High School student at one of the secondary schools in the Division of Escalante City for S.Y. 2022-2023 who are working as fishermen
for at least three (3) years.
Instruments
In this study, an interview guide was prepared to gather data on students' lived experiences working as fishermen. It consists of a semi-
structured interview with open-ended questions. This instrument gave the researcher the advantage of gaining rich, thick detail through
questioning and probing techniques and participating in the natural give-and-take conversation (Canos, 2017, as cited in Oliveros,
2020). Part I of the interview guide consists of questions on the profile of the participants. Part II was the primary and probing questions
focused on students' experiences working as fishermen. The open-ended questions in the interview guide were subjected to face and
content validity and were assessed by evaluators who are experts in the fields and had significant knowledge and exposure to this type
of study. The evaluators' comments, suggestions, and recommendations were considered for the betterment of the research instrument.
Procedure
The following procedures were observed in the gathering of data. Permission to conduct the study from the office of the School Head
of one of the secondary schools in the Division of Escalante City was obtained. After this, the researcher asked each adviser for a list
of their students working as fishermen. The participants were purposively selected from the list based on the given criteria. Their
permission to participate in the study was obtained upon identifying the potential participants. A parent's or guardian's consent was
also obtained. After establishing contact with the participants, a schedule for a face-to-face interview was set. The participants were
also oriented with the purpose of the study and how the interview would commence. Terms of confidentiality, such as using a
pseudonym to protect their real identity, are also emphasized. Written free prior, and the participants also signed informed consent to
close the agreement.
The seven (7) participants were interviewed in a face-to-face setting. Participants were asked to freely associate their memories and
experiences in whatever way they deemed helpful during the interview. Questions were entertained before the interview. The
participants were also informed that the interview would be audio-recorded. The researcher also took notes during the interview. A
follow-up interview was also conducted to acquire richer data about the participants' lived experiences. The participants were
interviewed in an environment where they felt secure and comfortable, which lasted for about 20-30 minutes.
Ethical Considerations
Ethical considerations were considered in this study. This study examined the lived experiences of seven (7) students working as
fishermen. As these individuals were the focus of the research, careful measures were taken to respect their privacy and confidentiality.

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Research Article

The researcher asked for approval from the Office of the School Heads, one of the secondary schools in the Schools Division of
Escalante City, before engaging in the research. Upon receiving the approval, contact was made with the selected participants.
Before conducting the research, the participants received a description of the purpose of this study and the roles and responsibilities of
the participants. Every participant was given informed consent after the research parameters were fully explained and were asked to
sign a free prior informed consent form to express their willingness to participate in the study. The interview took place in a venue that
ensured privacy and was conducive to data gathering. Participants were also assured of their confidentiality before data collection and
that no information provided will be individually linked to them. The researcher assigned pseudonyms and code numbers to protect the
participants' identities. All audiotapes and transcripts from the interviews and the narrative responses were stored and locked in limited
access. The storage and disposal of data will be three years. Finally, the participants were informed that they could withdraw their
participation during the interview without any repercussions.
Results and Discussion
This section discusses the study's findings, which were based on data acquired from individual interviews with one of the secondary
schools in the Schools Division of Escalante City students who work as fishermen. The obtained data were evaluated and interpreted
by the objectives of the study. The interviews were intended to elicit information about the respondents' experiences as working
students. The data analysis method began with a thorough evaluation and categorization of the responses, followed by identifying
essential themes and patterns in the data. The study's findings provide a deep and nuanced picture of working students' experiences in
the fishing industry.
According to the recounting and narrative phrases of the respondents of the interviews, the experiences mentioned are further enhanced
with other concepts and ideas that further describe the lived experiences of the student-fishermen. It was able to come up with six (6)
themes and fifteen (15) subthemes. The six main themes are The Leading Reasons for the Toil, Realities of a Student Working as a
Fisherman, Meddlers of Challenges, The Reap of Labor, Hopes and Aspirations for the Future, and Lessons Learned from the
Experience, as shown in the research simulacrum below:

Figure 1: Research Simulacrum

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Research Article

Theme 1: The Leading Reasons for the Toil

The respondents commonly stated that the main reason why they work while studying is to help their families. These led to two
subthemes, namely: (a) poverty as the thrust to work in the sea, and (b) working to pay the family’s debt.
The main factor driving students to work as fishermen is poverty. These students balance work and school because they are aware of
the circumstances in their households and because their parents have pushed them to contribute to meeting the family's needs. The
working students' willingness to help their families by providing for their needs was also enforced by having debts to pay. Participants'
answers imply that aside from helping with the family's necessities, paying the family's debts also adds to their responsibility.
Theme 2: Realities of a Student Working as a Fisherman
There were two subthemes created, namely: (a) the waves of challenges working in the sea, and (b) Exhausted and sleep-deprived
students.
During the interview, the respondents mentioned the physical effects of working as a fisherman while studying. They frequently stated
that they are often exhausted and that juggling school and work is difficult. Despite the exhaustion and difficulties, they persisted
because they wanted to help their family. Despite their exhaustion, respondents did not fail to mention how they see education as a
way to lift themselves and their families out of poverty and escape the challenges of working at sea.
These students have already faced challenges that mostly adults are experiencing. Aside from that, working in the sea have
compromised their studies. They were also exposed to situations that have put their lives in danger. These encounters have taught them
that despite their challenges, they can always succeed in life, just as they can on the sea, where the waves may toss and sometimes lose
them. They have described their extraordinary experiences at sea, such as almost drowning because of huge waves, strong winds, and
storms, and how they overcame them.
Aside from the hazardous conditions the respondents have encountered while working in the sea, they face physical constraints as they
continue their education. Most of them struggle to concentrate in class because they frequently doze off from weariness following their
night of fishing. Despite being worn out from work, these students continued to study with determination and perseverance. According
to the respondents' personal experiences, working as a fisherman substantially impacted their ability to concentrate and study in class.
However, it did not stop them from pursuing their education. Their experience also emphasized the importance of education, as
respondents realized that continuing their studies would lift them out of the poverty that drove them to go fishing in the first place.
Theme 3: Meddlers of Challenges
This generated three subthemes, namely: (a) friends as burden easer, (b) parents as source of inspiration, and (c) teachers as considerate
guides.
The respondent shave testified that despite their struggles and challenges, they have their families, friends, and teachers who support
and inspire them to keep going. They have described how their friends and classmates at school helped them ease their burdens. As
shared by the respondents, friends, and peers have a significant role in easing their burdens and as their support system in school.
The students working as fishermen also shared how their parents inspired them to continue their studies. Their parents' encouragement
and belief in their capabilities gave them the confidence to overcome obstacles and stay focused on their goals. The significance of
parents in assisting their children in deciding to pursue their education while working as a fisherman cannot be overstated. The
respondents in this study echoed this sentiment, highlighting the crucial role their parents played in their decision to continue studying
while working as fishermen. They also attested to the beneficial effects on their teachers' support and encouragement of their academic
and personal lives. They showed appreciation for the support and encouragement given to them by their teachers. Despite the struggles
and trials, they survived because of them.
Theme 4: The Reap of Labor
Two subthemes were created, namely: (a) provision of the needs of the family and self, and (b) being prepared for the realities of life.
The respondents shared the advantages of working while still studying throughout the interview. These advantages include being able
to help provide for the needs of their family, support their education, and buy their wants and needs. Their responses also reveal that
being able to care for the needs of their families is the benefit of their labor, demonstrating how they prioritize family over being able
to provide for their wants and needs. Respondents also have shared how their experience working as fishermen prepares them for the
future. Their responses view fishing as a way for them to prepare for life. It is an option to which they can resort if their life goals are
not met. Their life insights already reflected their experiences. At this time of their lives, they are already aware and prepared.
Theme 5: Hopes and Aspirations for the Future
These generated two subthemes, namely: (a) from fisherman to professional seaman: influence of experience on the career aspiration,
and (b) to complete education for a better future. The respondents have shown simple yet meaningful hopes for their future. Their
hopes and dreams are not only for themselves but for their families as well. Among all the possible career options the respondents can

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Research Article

choose, four out of seven wanted to become a professional seaman. This showed that students' career decisions are influenced by the
kind of work experience they get and how often they are exposed to it.
Being a fisherman with all the hardships that come with it did not hinder them from valuing their education and aspiring to finish their
studies. The courage and determination that they have shown are great examples to their fellow students. This only shows the significant
impact of education on an individual’s life, and how poverty motivated a person to persevere and wanted to achieve success through
education.
Theme 6: Lessons Learned from the Experience
The responses gathered have created four subthemes, namely: (a) valuing hard-earned money, (b) becoming a more responsible person,
(c) deepened faith in the Almighty, and (d) embodying persistence and resilience. The respondents' experiences taught them great
lessons, which they have shared throughout the interviews. These lessons were visible and explicit in the respondents' sharing
throughout the themes generated in this study.
They have spoken of the profound influence that their experiences as working students had on their personal growth. They said that
the pressures of balancing work and academic obligations had given them a strong feeling of responsibility, not simply concerning
their education and jobs but also in their broader outlook on life. The respondents' testimonies offer persuasive proof of the benefit
working while studying can have on one's personal development.
The study's responses have also showed that despite being students, they are already capable of managing their finances in a way that
is advantageous to them and their families. They have shown by sharing that they know how challenging it is to make a living. The
challenges and adversities that they have been through have strengthened their relationship with God. The respondents to the study
showed that faith had a significant impact on their lives, especially when it came to their experiences juggling work and school. Despite
encountering difficulties in working at sea and their academic endeavors, the respondents felt that these difficulties had deepened their
spiritual connection. They have manifested an increase in their faith and fortitude in the face of difficulties. In reality, their faith had a
significant impact on how they were able to surpass the challenges of working and studying. Lastly, despite the obstacles of managing
work and school duties, respondents expressed a strong desire to continue and achieve their life goals and persevere.
Conclusion
This study has shown that the respondents' choice to work as fishermen while still in school is motivated by poverty. They took the
initiative to take on responsibility at an early age due to the financial burden their families' debts and other demands have placed on
them. This situation highlights how urgently we need to address the problem of poverty and extend more support to those most in need.
Young people must have more chances to pursue their education without compromising their health or ability to support their families
financially. It may enable them to escape the cycle of poverty.
The respondents were also impacted by their work as fishermen in ways like being late to class or missing class days. Even though
working had put their lives in danger, it did not stop them from continuing their education despite being exhausted from lack of sleep
and labor that affected their learning. It only demonstrates that their circumstance motivated them to continue and overcome the
obstacles of being a student and a fisherman.
Additionally, the respondents' attitudes about their challenges at work and school have been favorably impacted by the support and
encouragement of friends, teachers, and parents. It demonstrates the importance of having a solid support system, which must be
considered, especially during adversities.
Working while studying also provided benefits to the respondents, such as being able to cater to not only their families but also their
personal needs, giving them a sense of independence and self-sufficiency. The experience also provided them with vital knowledge
and skills that will serve them well in the future. It indicates that working while studying extends beyond financial support, including
personal growth among respondents, which will be useful to them as they move through life.
The study has also found that most respondents' career goals were affected by their work as fishermen. Most wanted to pursue a marine
course because of the high pay and their experience working at sea. Their experiences as working students have also strengthened their
resolve to finish their studies to overcome poverty. It made them appreciate education and how it can help them have a brighter future.
It highlights how one's work experience while studying influences one's career path and the role of education in creating opportunities
that can lead to economic mobility.
Throughout the interview, it has brought to light the important lessons the respondents have learned from their experience. Their
experience taught them how to manage their finances wisely, knowing how difficult it is to earn money. This also led them to become
responsible both as breadwinners and students. The obstacles they have been through, especially in working as fishermen, have
deepened their faith in God. It that adversities positively affected their perspective on faith.
Lastly, the respondents have shown persistence and resilience amidst the struggles they have encountered in their pursuit to help their
families and survive student life. It proves that despite the odds, they are determined to reach their goals and succeed.

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Research Article

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Affiliations and Corresponding Information
Margarette Joy B. Rio
Washington National High School
Department of Education – Philippines
Jewel A. Oliveros
Schools Division of Escalante City
Department of Education – Philippines

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