Review of Related Literature

This section of the research presents a review of related literature and studies that are

solely related to the experiences of Grade 11 students with Overseas Filipino Worker. In

the researcher believes that the literature and studies are essential in strengthening the

claim and importance of the study. This section is divided into seven parts: Experiences of a

student, Experiences of OFW parents longing from their children, Academic Adjustments,

Academic Pressure, Coping Mechanisms, Insecurities and Anxiety, Erosion of family values,

Need support system, and Behavior of students.

Lived Experiences
Students with Overseas Filipino Worker (OFW) parents may experience a range of

challenges, including emotional and psychological distress, and academic difficulties. According

to this study, Ortigas (2008) Labor Migration started during 1974, and has not stopped until now

it become more higher today. While 3.8 million Filipinos the total labor force are working abroad

as temporary migrants due to low income in the Philippines. As reported by the United Nations

Human Rights (UNHR, 2013), there are currently more than 215 million migrants around the

world, many of which are Filipinos. Additionally, according to Nitika J.L. (2014) economic

status of parents can also be concluded as to affect the academic performance of some students.

This whereby some of the students who come from families, which are not economically stable,

tend to be chased out of school for fees whereas others are not able to purchase some of the

reading materials. It became popular and known as a source of income to provide what is the

need of the child. With this number of migrants, one can already assume of the difficulties

experienced by children left behind. The migration of parents affects not only migrants. The

migration of parents affects not only migrant's own lives, but also their family especially to them
children left behind putting them at risk, their safety and well-being. This research aims to find

out the actual experiences of the students who has parents that work abroad.

Experiences of Students

Students with Overseas Filipino Worker (OFW) parents often navigate a complex array of

emotional experiences due to prolonged physical separation. The absence of a parent during

critical developmental stages can lead to feelings of sadness, loneliness, and longing, especially

during significant life events such as birthdays and graduations. While some children express

pride in their parents' sacrifices to provide for the family, others may grapple with feelings of

abandonment or resentment, particularly when communication is infrequent or strained. This

emotional turmoil can manifest in various ways, including academic challenges and behavioral

changes, as children attempt to cope with the void left by their parents' absence. Despite these

challenges, many develop resilience, learning to adapt and find support systems within them

extended families or communities. According to the data presented by the OFWJOBS.ORG. The

impact of having an OFW parent extends beyond emotional experiences to tangible changes in

daily life and responsibilities. Financially, remittances from abroad often enhance access to

educational resources and improve living standards. However, the lack of immediate parental

guidance can lead to difficulties in decision-making and self-discipline, as children may rely on

themselves or extended family members for support. This shift often necessitates taking on

additional household responsibilities, such as caring for younger siblings, which can further

impact their academic performance and personal development. The duality of improved financial

means coupled with emotional and practical challenges creates a unique dynamic that shapes the

experiences of these students.

OFW parents often experience a deep sense of longing and emotional separation from

them children due to the physical distance, leading to feelings of guilt, anxiety, and a constant

yearning to be present in their lives, especially during important milestones, while

simultaneously trying to provide for their family financially through their overseas work; this can

be further complicated by challenges in communication, cultural differences, and the burden of

knowing their children might be facing difficulties without them readily available for support.

Feeling a constant sense of missing out on their children's daily lives, birthdays, school events,

and important moments, often leading to sadness, loneliness, and homesickness. Feeling guilty

about leaving their children behind to work abroad, while also feeling the pressure to provide

financially for their family's well-being. Difficulty in maintaining a strong emotional bond due to

time zone differences, language barriers, and reliance on technology for communication.

Worrying about their children's emotional, social, and academic development in their absence,

especially during crucial developmental stages. Challenges in maintaining a cohesive family unit

when one or both parents are far away, potentially affecting relationships with the

caregiver and siblings. Frequent communication Relying heavily on phone calls, video chats, and

messaging to stay connected with their children. Providing financial support to compensate for

their physical absence.

Academic Adjustment of Students

Academic adjustment is the process of adapting to the demands and expectations of a new

academic environment, involving changes in workload, learning styles, social interactions,

personal well-being. The co-researchers shared their experiences having on adjusting to

new environment where there are no parents to guide them as they learn in school. One of the
examples that they have encountered was their difficulty to accept their situation at first, and

having depression as the lack of parental role during their growth years and in their school

performance that was experienced by the co-researchers. However, as time goes by, the teenagers

slowly recovered as they already adapted to their new environment of not having the presence of

their parents. This superordinate theme indicates the way the students perceive their situation of

parents having to work abroad. The co-researchers explained and told the researchers that they

see their parent’s hardships and sacrifices as their inspiration and motivation to study hand. The

superordinate theme states that many of the co-researchers have become independent despite the

absence of their parents, and because of that the foundation of their family has grown stronger as

stated by respondent B. Many of the co-researchers have also realized that the teachings of them

parents were not worthless and that it was for their good which is according to respondent C, "I

also became bad at first, but as time passes, I thought that it is for us. So, I just study hard. The

superordinate theme explains that the co-researchers tend to do things that are not good to the

community due to the lack of guidance. Numerous investigations across disciplines have argued

that growing up in a single-parent family had negative consequences on their school

participation and the educational success of teens (McLanahan, 1985; Amato, 1987; Coleman,

1988; Beller and Krein, 1988; McLanahan and Sandefur, 1994). At the social level, the impact of

migration was reflected in the risk of these teens because sometimes they are abused

emotionally, physically, and sexually. Teens become aggressive and become very violent and

therefore, cannot establish friendships with their peers (Youth Essentials, 2013), such as the

statement of respondent A, "it is because of the lack of attention of my parents that I became bad.

"According to respondent D, "the negative side is that they are not here to guide me so

sometimes I lie." Besides, many of them have deviant behavior. They begin to smoke, take drugs,
steal, drop out of school, and run away, although they have the means to finance their education

(Youth Essentials, 2013).

Academic Pressure of Students

Academic pressure is a significant issue that affects students of all ages. Various factors

can cause it, but it is primarily driven by the high expectations and demands of the educational

system. Students who experience academic pressure may struggle with stress, anxiety, and other

adverse health outcomes. Schools and universities must provide support and resources to help

students manage academic pressure and promote their well-being. School stress is significant

contributor to academic pressure. The pressure to perform well in exams, assignments, and other

academic activities can lead to stress and anxiety. Students may feel overwhelmed by the work

they must do and struggle to manage their time effectively. This can lead to feelings of

frustration and helplessness. Stress is a natural response to pressure and can be beneficial in

small amounts. However, excessive stress can be harmful to both physical and mental health.

Academic pressure can cause students to experience chronic stress, leading to various adverse

health outcomes. According to a study published in PubMed, academic stress is the most

dominant stress factor affecting college students’ mental well-being. The study found that some

groups of students may experience more stress than others, and the COVID-19 pandemic has

further complicated the stress response.

Coping Mechanism

In this study, the researchers found different coping mechanisms of the senior high school

students with OFW parents on how they overcome all the academic challenges they are facing

while their parents are away from them. The coping mechanisms are presented into the following
Reciprocate parent’s efforts through good academic performance. Understanding the parents’

reasons for working abroad, building a circle of friends and family support system Subtheme

Prioritize study to reciprocate parent’s efforts Even though the senior high school

students experienced school-related problems, they strongly expressed that they value them

parent’s efforts and sacrifices abroad. Students stated the importance of studying well despite of

the academic challenges they face to reciprocate their parent’s efforts through good

academic performance. Understanding the parent’s reasons why they need to work abroad Senior

high school students are grateful for all the sacrifices their mothers make to support their needs

in school and at home. Additionally, students recognize the reasons why their mothers must

leave them behind. As mentioned by Burgos et al. (2020), students at this stage have already

understood and accepted the dynamics of being part of a migrant household. The senior high

school students know that their mothers are working abroad to provide better life and education.

Insecurities and Anxiety of Students

Students may feel like their parent has abandoned them, leading to feelings of low self-

worth and insecurity. With a parent working abroad, students may feel pressure to excel

academically and make their parent proud. Students may worry about the financial stability of

their family, especially if their parent's income is irregular or uncertain. Students may struggle to

express them emotions or talk about their feelings, especially if they feel like their parent is not

physically present to listen. Students may feel like they're missing out on quality time with them

parent, leading to feelings of resentment or jealousy. Students may worry about their parent's

safety, well-being, and future. Students may feel anxious about communicating with their parent,

especially if there's a time difference or limited communication channels. Students may worry
about changes in family dynamics, such as a parent's new relationship or changes in household

rules. Students may feel anxious about their ability to cope with the challenges of having a parent

work abroad. Students may feel like they need to be more independent or self-sufficient, which

can be overwhelming and anxiety-provoking. Joining a support group with other students who

have OFW parents can help students feel less isolated and more connected. There are many

online resources, such as blogs and forums, that offer advice and support for students with OFW

parents. Family therapy can help students, and their families communicate more effectively and

work through challenges together. Encouraging students to practice self-care, such as

exercise, mindfulness, or creative activities, can help reduce anxiety and

overall well being .

Erosion of family Values

The absence of a parent due to overseas work can sometimes make it harder for families

to share and practice their important values together. Having a parent working far away can

sometimes make it tricky to keep up with all the things your family believes in. Studies suggest

that children with parents working overseas sometimes report feeling a disconnect from family

traditions and values, because it's harder to share those everyday moments and experiences when

a parent is far away. When a parent works far away overseas, it can sometimes make it tricky for

families to keep up with their usual routines and shared beliefs. This co-researcher not having

their mom or dad around for dinner every night or missing them during special holidays. These

everyday moments are when families often teach and learn important values, like respecting

elders or helping each other out. Even though phones and video calls help, it's not quite the same
as being together in person, and sometimes kids might feel a little disconnected. However, lots of

families with parents working overseas are super strong. They find clever ways to stay

connected, like scheduling regular video chats or planning fun reunions. It's important to

remember that every family is different, and many kids of OFW parents become more

independent and responsible.

Need for Support System

Supporting students with OFW (Overseas Filipino Worker) parents requires a

comprehensive approach encompassing emotional, academic, and social well-being. Teachers

play a crucial role by demonstrating empathy through regular check-ins, offering flexible

academic arrangements, providing extra tutoring or study groups and consistently praising.

Maintaining open communication with guardians or extended family members ensures a unified

support system. Friends can contribute significantly by being active listeners, creating a sense of

belonging through social inclusion, and educating themselves on the unique challenges faced by

these students. Understanding their perspectives and offering consistent encouragement during

difficult times fosters a strong sense of friendship and support. Partners can offer invaluable

emotional support, open communication, and respect for the student's need to connect with their

family abroad. Sharing household responsibilities and providing academic assistance when

needed demonstrates commitment and understanding. Finally, relatives can provide a sense of

stability and family connection through quality time, offering guidance based on their own

experiences, acting as a communication bridge with parents overseas, and sharing family

traditions to maintain cultural heritage. A collaborative effort from all these support systems is

key to helping these students thrive.

The behavior of students with OFW parents is shaped by a complex interplay of emotional

social, and practical factors. Prolonged parental absence often leads to feelings of loneliness,

sadness, and a sense of longing, potentially manifesting as behavioral challenges such as acting

out, withdrawal, or academic difficulties. However, many children demonstrate remarkable

resilience, adapting to their circumstances and finding support within their extended families and

communities. The frequency and quality of communication with their parents significantly

influence their emotional well-being. Furthermore, the financial benefits of OFW remittances can

improve living standards and educational opportunities, yet this often comes at the cost of

increased household responsibilities for the children. The lack of readily available parental

guidance can impact self-discipline and decision-making skills. Ultimately, a child's behavior

reflects the unique balance between the emotional challenges of parental absence and the

practical realities of their family's situation, highlighting the need for understanding and support.

Synthesis of Related Literature

The existing literature on children of Overseas Filipino Workers (OFWs) reveals a

complex interplay of positive and negative impacts stemming from parental absence. Studies

consistently highlight the emotional toll of prolonged separation, including feelings of loneliness,

sadness, and a sense of longing, particularly during significant life events. While financial

remittances often improve living conditions and educational opportunities, the lack of parental

guidance can lead to challenges in self-discipline, decision-making, and academic performance.

Children may shoulder increased household responsibilities, potentially affecting their overall

well-being. The research emphasizes the need for support systems within the family and

community to mitigate these negative effects. Furthermore, the literature underscores the
profound emotional burden experienced by OFW parents themselves. The constant yearning to

be present in their children's lives, coupled with the guilt of physical absence and the pressure to

provide financially, creates significant emotional distress. Communication challenges, cultural

differences, and the inability to offer immediate support further exacerbate this strain. Studies

emphasize the importance of maintaining strong communication channels and providing

emotional support to both parents and children to navigate the complexities of this unique family

dynamic. The overall picture painted by the literature points to the need for comprehensive

support systems that address both the financial and emotional needs of OFW families.