In the dynamic rhythm of student life, there exists a growing subset of learners who move not only between classrooms but between responsibilities—students with part-time jobs. These individuals straddle two demanding worlds: the intellectual rigor of academic life and the financial necessity of employment. While often praised for their discipline and perseverance, working students face a unique tension when it comes to Physical Education and Health (PEH) classes—a subject that demands both physical vitality and consistent engagement. Academic performance, already shaped by myriad factors such as cognitive readiness, instructional quality, and emotional stability, becomes even more complex when overlaid with the time constraints and fatigue associated with part-time work (Libago et al., 2024). For these students, study time is compressed. Sleep is often sacrificed. The mental bandwidth needed for sustained concentration is drained before the school bell even rings. Assignments compete with shift hours, and review sessions are missed in favor of income. This tightrope walk affects not just grades, but motivation, attention, and overall academic confidence.
Yet, Physical Education and Health classes present an even more nuanced challenge. Unlike subjects grounded primarily in theory, PEH requires physical exertion, bodily coordination, and energy that may be in short supply after long work hours (Bertills et al., 2019). The result? Reduced participation, slower performance, increased absenteeism, and in some cases, visible disengagement. For a student who has just completed a late-night closing shift, sprint drills and fitness assessments feel less like development and more like depletion. However, the story is not solely one of struggle. Many working students exhibit remarkable resilience. The discipline honed through employment—time management, responsibility, and endurance—can, when supported appropriately, translate into academic maturity and leadership within PEH settings. The key lies in how educators perceive and support these students.
PEH teachers must be attuned to the layered experiences of their learners. Flexibility in assessments, differentiated instruction, and wellness-centered pedagogy can make the difference between marginalization and empowerment (Galad et al., 2024). Health education, in particular, offers an ideal space to anchor learning in real-world stressors: nutrition under budget constraints, managing physical well-being amidst chronic fatigue, and mental health awareness in high-pressure lifestyles. To address this dual burden holistically, schools must reframe support structures. This includes developing policies that recognize working students as a distinct demographic with distinct needs—offering peer support programs, adjusted participation metrics, and strategic wellness check-ins. The goal is not to lower expectations but to level the playing field.
In conclusion, students who juggle part-time jobs while navigating the demands of PEH classes represent a microcosm of modern educational challenges. Their stories reflect grit, sacrifice, and the pursuit of self-improvement under pressure. As educators and institutions, we must ask: Are we merely evaluating performance, or are we cultivating compassion? Because in the end, success in Physical Education and Health is not just about strength or stamina—it’s about sustainability.
References:
Bertills et al. (2019). Inclusive Teaching Skills and Student Engagement in Physical Education. Frontiers in Education. Retrieved from: https://www.researchgate.net/publication/335214580_Inclusive_Teaching_Skills_and_Student_Engagement_in_Physical_Education
Galad et al. (2024). Flexible learning dimensions in higher education: aligning students’ and educators’ perspectives for more inclusive practices. ORIGINAL RESEARCH article Front. Educ., 18 April 2024. Sec. Higher Education. Volume 9 – 2024 | https://doi.org/10.3389/feduc.2024.1347432
Libago et al. (2024). The Association Between Being Working Students to Academic Performance, and Time Management A RESEARCH. Xavier University. Ateneo de Cagayan. Retrieved from: https://www.researchgate.net/publication/386030924_The_Association_Between_Being_Working_Students_to_Academic_Performance_and_Time_Management_A_RESEARCH
