Education is widely recognized as one of the most important foundations of personal growth, social development, and national progress. However, many individuals are unable to continue or complete their studies due to financial difficulties, family responsibilities, health concerns, work obligations, or other personal challenges. As a result, they may spend several years away from school, causing interruptions in their academic journey. This study explores the lived experiences of Balik-Aral students who are adult learners who are 20 years old and above; returned to secondary education after an extended absence. Using a transcendental phenomenological approach, in-depth interviews were conducted with 10 participants. Data saturation was achieved at eight participants, with two additional participants included to validate emerging themes. Findings reveal that returning learners experience significant academic gaps, classroom adjustment challenges, and anxiety due to age differences and missed schooling. The difficulties in understanding lessons, keeping up with the pace of the class, and adjusting to a new social environment with younger peers results in them struggling in their adjustment. However, these experiences have not been burdensome to them because of the positive support from their teachers and classmates. Despite these barriers, participants demonstrated resilience through self-regulated learning, peer collaboration, and adaptive coping strategies. Teacher and peer support emerged as critical factors in facilitating reintegration. However, the absence of clear and structured institutional support frameworks created confusion and inconsistency in learning experiences. The study highlights the need for structured reintegration programs, mentoring systems, and flexible learning strategies to support returning learners. These findings align with Sustainable Development Goal 4, emphasizing inclusive and equitable quality education.
Mejares et al. (2026) studied this question.