Exploring Student Voices: A Study on the Perceptions of Senior High School Students of Villahermosa National High School Toward School Uniforms
DOI:
https://doi.org/10.65339/ijsair.V2.I2.407Keywords:
Belongingness, Discipline, Identity Development, School Culture, School Uniform Policies, Self-Expression, Senior High School Students, Social Identity, Student Perceptions, Student VoiceAbstract
This study explored the lived experiences and perceptions of Senior High School students regarding school uniform policies at Villahermosa National High School in Cawayan, Masbate. Anchored on Erikson’s Identity Development Theory and Tajfel and Turner’s Social Identity Theory, the research examined how school uniforms influence students’ identity, self-expression, social relationships, belongingness, discipline, and educational experiences within a rural Philippine public-school setting. The study employed a qualitative phenomenological research design using purposive sampling, particularly Maximum Variation Sampling, involving 15–20 Senior High School students. Data were gathered through semi-structured in-depth interviews, focus group discussions, and observation guides, while thematic and phenomenological analyses were used to interpret the data. Findings revealed that students generally perceived school uniforms positively as symbols of equality, discipline, school identity, and belongingness. Uniforms were viewed as mechanisms that reduce visible socioeconomic differences, strengthen institutional pride, and encourage proper conduct and academic focus. However, students also identified challenges related to physical discomfort, hot weather conditions, prolonged use, affordability, practicality, and limitations in self-expression. Despite uniformity in appearance, students expressed individuality through behavior, attitude, grooming, and interpersonal interactions. The study further found that uniforms contribute to social inclusion and peer interaction while reinforcing school culture and institutional expectations. The study concluded that school uniforms significantly shape students’ educational experiences, identity formation, and sense of belonging. It recommends regular review of uniform policies to ensure comfort, affordability, practicality, inclusiveness, and responsiveness to students’ needs through consultation and participatory decision-making. The study supports SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions) by promoting inclusive educational practices, equity, and student participation in school governance. Its sustainability impact lies in encouraging student-centered, culturally sensitive, and context-responsive educational policies that strengthen institutional, community, and social sustainability within rural public schools.
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