ABSTRACT
This qualitative study explored the challenges encountered and the coping strategies employed by working students at Interface Computer College, Inc. during the Academic Year 2025–2026. The findings revealed that working students experience interconnected challenges that limit their participation in OSAS programs, including time constraints, competing responsibilities, financial obligations, schedule conflicts, and physical fatigue. These difficulties often lead students to prioritize work over institutional activities because of practical and financial needs rather than a lack of interest. Despite these challenges, working students demonstrated resilience by practicing effective time management and prioritization, focusing on income-generating activities, and using adaptive scheduling and communication strategies with teachers and OSAS personnel. The results emphasize the need for more flexible, inclusive, and supportive OSAS programs that recognize the unique circumstances of working students and promote their well-being and engagement.
Keywords: Challenges, Coping Strategies, Working Students, Office of the Student Affairs and Services
INTRODUCTION
Combining paid work with post-secondary studies has become a common survival and opportunity strategy for many college students. Working students—those who engage in part-time or full-time employment while enrolled in college—face a complex set of demands as they try to meet academic expectations, fulfill job responsibilities, and manage family or personal obligations. (Balacauit et al. 2022). Despite experiencing and facing various challenges, working students tend to find alternative ways to overcome difficulties.
Research in higher education consistently shows that employment can affect class attendance, study time, academic performance, mental health, and participation in campus life. At the same time, work can provide important financial resources, practical skills, and personal growth that help students persist and succeed.
Interface Computer College, Inc., like many private higher-education institutions, offers a range of services and programs through its Office of Student Affairs and Services (OSAS). It plays a pivotal role in fostering holistic student development and entrusted with the responsibility of delivering services and programs that enrich students’ academic experiences, thereby nurturing their skills, attitudes, interest, and work ethics to mold them into academically and socially adept individuals. (Balisi et al. 2025). While these programs are designed to support the general student population, working students often experience unique barriers that limit their ability to benefit fully from OSAS offerings—scheduling conflicts, limited time to participate, financial instability, and increased stress are commonly reported constraints.
Despite the importance of institutional support, there is a notable gap in localized, institution-specific research that examines how working students at Interface Computer College navigate the intersection between employment and engagement with OSAS programs. Understanding the particular challenges these students face—academic, psychosocial, financial, and logistical—and the coping strategies they adopt (time management, prioritization, social and peer support, use of institutional services, adaptive work arrangements, etc.) is crucial for tailoring OSAS interventions that effectively promote retention and student success. Moreover, documenting which OSAS programs are accessed, underused, or mismatched with working students’ needs will help administrators design more inclusive, flexible, and responsive support systems.
This study examined the challenges faced by working students at Interface Computer College in relation to OSAS programs and the coping strategies they use to balance academic and work demands. Guided by stress and coping frameworks, it explored how individual, social, and institutional factors influence students’ persistence and well-being.
The findings aimed to provide practical evidence for OSAS staff and administrators to improve scheduling, communication, counseling, and policies that better support working students.
Ultimately, the study sought to contribute to local program development and to recommend ways to reduce barriers, strengthen support systems, and enhance students’ academic success.
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