Sociocultural contexts of learning and their influence on student participation, identity, and well-being in public schools

Education is a fundamentally sociocultural process shaped by learners’ social identities, family backgrounds, community contexts, and cultural practices. This study examines how sociocultural factors influence student participation, identity formation, and well-being in public secondary schools under the Department of Education (DepEd) Cebu City. Grounded in sociocultural theory, the study employed a convergent mixed-method research design. Data were gathered through surveys, interviews, focus group discussions, and document analysis involving selected public secondary schools in Cebu City. Quantitative and qualitative data were analyzed concurrently to capture both patterns and lived experiences related to sociocultural influences on learning. The findings indicate that schools implementing culturally responsive teaching practices, maintaining inclusive school climates, and fostering strong family and community engagement demonstrate higher levels of student participation, motivation, and psychosocial well-being. Conversely, sociocultural challenges such as economic inequality, language barriers, cultural mismatch between home and school, and limited parental involvement negatively affect learners’ sense of belonging and engagement. The study underscores that educational effectiveness is closely linked to sociocultural alignment between school practices and learners’ lived realities. Strengthening culturally responsive pedagogy, inclusive school leadership, and sustained community partnerships is essential in promoting equitable access to quality education and supporting holistic learner development in public secondary schools.