Parental migration and socioeducational vulnerability: Emotional and school experiences of students in Honduras

Abstract

Parental migration in Latin America has generated significant transformations in family and school dynamics, affecting the emotional well-being and academic performance of students who remain in their communities of origin. The aim of this study was to analyze the socioeducational and emotional experiences of students from a public secondary school in Ocotepeque, Honduras, whose parents have migrated. A qualitative study with a phenomenological approach was conducted to understand participants’ perceptions and experiences regarding parental absence. The findings reveal processes of family fragmentation, economic dependence on remittances, and conditions of socioeducational vulnerability. Emotional manifestations such as sadness, anxiety, withdrawal, and aggressive behaviors were also identified, together with weakened emotional and pedagogical support, affecting students’ motivation and educational aspirations. It is concluded that parental migration goes beyond physical absence, constituting a phenomenon that comprehensively impacts learning, emotional well-being, and educational trajectories, highlighting the need to strengthen institutional and family support in migration contexts.