Refreshing after absence: lived experiences of alternative learning system students

This phenomenological study explored the lived experiences of Alternative Learning System (ALS) students as they returned to education after a period of absence. A qualitative research approach was employed using purposive sampling to select eight (8) Alternative Learning System learners who were Grade 11 and Grade 12 students with at least one year of absence from formal schooling. Data were gathered through in-depth interviews and focus group discussions and were analyzed using thematic analysis. The findings revealed that the lived experiences of Alternative Learning System learners are marked by financial constraints, emotional learning journey, and insights on education. Learners also cope with returning to education through re-learning study routine, establishing balance on priority. In addition, returning to ALS appreciation on education, personal growth transformation, and putting value on education. The study indicates that while re-entry presents significant challenges, Alternative Learning System serves as a supportive avenue that empowers learners to rebuild their educational paths through learner-centered and sustained institutional support.