Published Paper Details:

Background: Academic diversity has a huge impact on students. With the K-12 program creating changes in the Senior High Department, different strands were formed to address 21st-century learning. This phenomenological study aims to capture the lived experiences of students who experience academic inequality because of the strand where they belong to. Method: The present qualitative study uses an interview from the purposely-chosen participants to elucidate their perspectives given the phenomenon at hand. The themes created rely on the data obtained by the researchers from first-hand observation, interviews, questionnaires, recordings made in natural settings, and documents. Findings: Based on the verbalizations of the participants, 3 major themes were created. These are: (1) Morale with the subthemes self-confidence and self-esteem; (2) Struggles which include challenges and difficulties; and (3) Adaptation which incorporates management and adjustment. Conclusion: Academic diversity is the direct consequence of pluralism concerning student learning style and intelligence. The present research advocates against discrimination and strand shaming as all strands should be on equal footing. This is the reason why unity amidst academic diversity is crucial in creating safe campuses. Breaking down the silence for academic diversity can serve as a direct way to promote equality among students of different strands. It enables the students to feel safer in and out of school when they have a diverse education.