Social and Emotional Struggles of Intermediate Learners: A Phenomenological Study

Abstract

This phenomenological study explored the social and emotional challenges of eight (8) purposively selected intermediate learners at Tomas Morato Elementary School for the academic year 2024-2025. Using semi-structured interviews and thematic analysis, the research captured the lived experiences of students navigating developmental transitions and interpersonal hurdles. Key findings revealed significant struggles, including peer-related anxieties, social exclusion, and the emotional pressure of academic expectations. These challenges directly impact the students' self-confidence and classroom participation. Unlike quantitative research, this study highlights how emotional well-being is deeply intertwined with the learners' social environment. The study concludes that academic support must be integrated with empathetic guidance interventions. It proposes a more inclusive school atmosphere prioritizing emotional regulation and peer mediation. These insights serve as a basis for developing localized programs that nurture the emotional resilience of young learners.