From Mountains to Metropolis: Perception on Stress, Adaptation and Growth of Indigenous Students in Urban-Based Schools

Indigenous learners often encounter significant stress as they transition into unfamiliar urban-based school environments, where differences in culture, language, and academic expectations create multiple challenges. This study aimed to explore the perceived stress, cultural adaptations, and personal growth of Indigenous Peoples (IP) learners who migrated from rural to urban schools, using a qualitative descriptive research design to capture their lived experiences in depth. Data were collected through semi-structured interviews with twelve purposively selected participants, ensuring that the information gathered was both relevant and meaningful. Through thematic analysis, the findings revealed that IP learners experienced various forms of stress, including financial constraints, academic adjustments, social pressures, and emotional struggles while studying in urban-based schools. Despite these challenges, the learners demonstrated resilience by employing adaptive strategies such as building peer connections and engaging in self-regulated learning to manage their academic and social demands. These adaptation strategies played a crucial role in helping them navigate their new environment more effectively. Over time, such coping mechanisms contributed to meaningful personal growth, particularly in the development of academic confidence, strengthened resilience, and a greater sense of autonomy in their learning. Based on these findings, the study proposes the use of mediation analysis to examine cultural adaptation as a mediating factor between stress and personal growth. Additionally, exploratory factor analysis is recommended to develop and validate survey instruments grounded in the identified themes, thereby supporting future research and educational interventions designed to enhance the academic experiences and overall well-being of Indigenous learners.

From mountains to metropolis, perception on stress, adaptation, growth of indigenous students, urban-based schools

1. Ahmed, M., Shah, F., & Khan, A. (2021). Social adjustment issues of students migrating From Rural to urban universities in Pakistan. Journal of Education and Educational Development, 8(2), 230–245. [Google Scholar] [Crossref]

2. Azpiazu, L., Ramos-Díaz, E., Axpe, I., & Revuelta, L. (2024). Social support, Self-Concept and resilience as protectors against school maladjustment during adolescence. School Mental Health, 17(2), 435–448. https://doi.org/10.1007/s12310-024-09736-9 [Google Scholar] [Crossref]

3. Buenaflor, N. B., Adiaton, J., Ancheta, G. J., Balading, J., Bravo, A. K., & Tus, J. (2023). The lived experiences and challenges faced by Indigenous high school students amidst the new normal of education. Psychology and Education: A Multidisciplinary Journal. https://ejournals.ph/article.php?id=21177 [Google Scholar] [Crossref]

4. Casas, R., & Quiambao, D. (2023). Socio-economic challenges and discrimination among Colombian higher education. International Journal of Educational Research, 115, 101– 115. [Google Scholar] [Crossref]

5. Gaite, C. R. (2025). Indigenous Filipino students’ challenges, coping strategies, and recommendations in higher education. Journal of Interdisciplinary Perspectives, 3(9), 79–84. https://doi.org/10.69569/jip.2025.539 [Google Scholar] [Crossref]

6. Gaite, J. P. (2025). Academic and social struggles of Indigenous students in Central Mindanao University. Philippine Journal of Education Studies, 14(1), 55–70 [Google Scholar] [Crossref]

7. Mutia, I. C. (2025). Exploring students’ challenges in understanding mathematics lessons. SciMatic Journal of Education and Social Sciences, 11. Retrieved from https://scimatic.org/storage/journals/11/pdfs/5896.pdf [Google Scholar] [Crossref]

8. Nesterova, Y. (2020). Urban Indigenous learners and the challenges of cultural assimilation. International Journal of Multicultural Education, 22(3), 45–61. [Google Scholar] [Crossref]

9. Oclarit, F. P., Jr, Betarmos, V. S., Jr, & Casinillo, L. F. (2023). Unheard Sentiments Of Mamanwa (Indigenous) Learners In The Mainstream Education: A Basis For Educational Policy. IJIET (International Journal of Indonesian Education and Teaching), 7(2), 136–157. https://doi.org/10.24071/ijiet.v7i2.6234 [Google Scholar] [Crossref]

10. Prehn, J., Guerzoni, M. & Graham-Blair, J. Nurturing cultural identity: creating an inclusive school environment for Indigenous youths. Aust. Educ. Res. 52, 1685–1705 (2025). https://doi.org/10.1007/s13384-024-00781-6 [Google Scholar] [Crossref]

11. She, C., Liang, Q., Jiang, W., & Xing, Q. (2023). Learning adaptability facilitates self-regulated learning at school: the chain mediating roles of academic motivation and self-management. Frontiers in Psychology, 14, 1162072. https://doi.org/10.3389/fpsyg.2023.1162072, [Google Scholar] [Crossref]

12. Tadena, E. B., Hiso, E. G., Alcantara, N. K., Bulpani, M., De Castro, M. K., Leopoldo, S., Magbanua, N. A., Setosta, S. M., Ututalum, A. (2025). Urban Dreams and Mental Strains: Exploring the Academic Journey of Eleventh Graders STEM Pre- Science Learners during Rural-to-Urban Transition. International Journal of Multidisciplinary Educational Research and Innovation. 3(1), 1-13. [Google Scholar] [Crossref]