دانشگاه اصفهان مطالعات وقف و امور خیریه 3115-7475 4 2 2026 09 23 Lived Experiences of Schooling at a Charity School for Father-Bereaved Adolescents: A Phenomenological Study تجربۀ زیستۀ تحصیل در مدرسۀ خیریۀ ویژۀ ایتام از دیدگاه نوجوانان فاقد پدر: یک مطالعۀ پدیدارشناختی 93 116 30765 10.22108/ecs.2026.149546.1205 FA هانیه ظریف گلبار یزدی استادیار، گروه روان‌شناسی و مشاوره، دانشگاه بین‌المللی امام رضا، مشهد، ایران زهرا جاودانی پور کارشناسی ارشد روان‌شناسی عمومی، گروه روان‌شناسی، دانشکدۀ علوم انسانی، دانشگاه خیام، مشهد، ایران Journal Article 2026 06 30 Introduction The loss of a parent during childhood or adolescence is associated with increased risks of emotional distress, impaired social adjustment, and reduced academic engagement (Aguirre et al., 2024; Liu et al., 2022). Schools play a critical role in mitigating these adverse outcomes by providing opportunities for social connectedness, emotional support, and educational continuity. Research has consistently demonstrated that students' sense of school belonging is strongly associated with psychological well-being, resilience, and academic success (Allen et al., 2021). Within this context, charity schools established specifically for father-bereaved children represent a distinctive educational environment that may foster belonging and support while simultaneously shaping students' social identities. Despite growing evidence regarding the consequences of parental loss, previous studies have predominantly employed quantitative methods and have focused on psychological symptoms or academic performance. Little attention has been paid to how bereaved adolescents themselves perceive and interpret their educational experiences, particularly within specialized charity schools in the Iranian cultural context. Therefore, the present study aimed to explore the lived experiences of father-bereaved adolescent boys attending a charity school. Specifically, it sought to answer the following research question: How do father-bereaved adolescents experience and make meaning of schooling within a charity school designed for orphaned students? Methodology This qualitative study adopted a descriptive phenomenological approach to explore participants' lived experiences. Seventeen father-bereaved boys aged 12–15 years were purposively recruited from Mehr Alavi Educational Complex, a charity school in Mashhad, Iran. Sampling continued until meaning saturation was achieved. Data were collected through in-depth semi-structured interviews lasting approximately 45–60 minutes. Interviews explored students' experiences of peer relationships, teacher support, school environment, social interactions, and perceptions of father loss within the educational setting. All interviews were audio-recorded, transcribed verbatim, and analyzed using Colaizzi's seven-step phenomenological method (Colaizzi, 1969). To enhance trustworthiness, the study followed Lincoln and Guba's (1985) criteria of credibility, transferability, dependability, and confirmability. Member checking, prolonged engagement, peer review, detailed documentation of analytical procedures, and reflective memo writing were employed throughout the research process. Ethical approval was obtained from the school administration, informed consent was secured from legal guardians, and participation remained voluntary and confidential. Findings Analysis revealed five themes describing students' lived experiences of schooling. Table 1. Main themes Theme Core Meaning The Experience of Similarity, Mutual Understanding, and Sense of Belonging Feeling understood through common experiences of father loss The Experience of School as a Safe Space Distinct from Mainstream Schools Experiencing psychological safety and preference for the charity school External Social Attitudes and the Reflection of Others’ Perceptions Managing stigma, disclosure, and others' perceptions Normalization of the Experience of Loss within the School Environment Being treated as ordinary students rather than objects of sympathy School as a Context for Educational Support and Personal Growth Receiving academic support, motivation, and opportunities for future development, Experiencing certain educational and competitive challenges Students described the school as more than an educational institution; it functioned as a supportive community where shared experiences reduced loneliness and strengthened belonging. Teachers' respectful and non-pitying attitudes promoted psychological security, while educational resources enhanced academic motivation and hope for the future. Nevertheless, participants also reported concerns regarding public attitudes toward orphanhood and occasionally preferred not to disclose their family circumstances. Although the school normalized father loss in daily interactions, its specialized structure also contributed to the development of a shared identity centered on bereavement. Discussion and Conclusion The findings indicate that charity schools can function as protective environments that extend beyond academic instruction. Consistent with the School Belonging framework (Allen et al., 2021), shared experiences and supportive relationships fostered acceptance, emotional security, and social connectedness. Likewise, Bronfenbrenner's Ecological Systems Theory (Bronfenbrenner, 1979) helps explain how the school microsystem compensated for reduced family support by providing emotional, educational, and interpersonal resources. At the same time, the findings suggest a dual process. While the school promoted resilience, belonging, and personal growth, concentrating father-bereaved students within a single educational setting may unintentionally strengthen a collective identity based on parental loss and increase perceived boundaries between students inside and outside the school. This highlights the importance of balancing specialized support with opportunities for broader social integration. Overall, charity schools appear to play a significant role in promoting psychological well-being, educational engagement, and social adjustment among father-bereaved adolescents. Future studies should examine similar educational settings in different cultural contexts and include longitudinal designs to investigate the long-term influence of specialized schools on identity development and psychosocial adaptation. Acknowledgments The authors sincerely thank the administrators, teachers, students, and families of Mehr Alavi Educational Complex for their valuable cooperation and participation in this study. فقدان پدر در دورۀ نوجوانی می‌تواند پیامدهای هیجانی، اجتماعی و تحصیلی گسترده‌ای داشته باشد. پژوهش حاضر با هدف تبیین تجربۀ زیستۀ نوجوانان پسر فاقد پدر از تحصیل در مدرسۀ ویژۀ ایتام انجام شد. این مطالعه با رویکرد کیفی و روش پدیدارشناسی توصیفی انجام شد. مشارکت‌کنندگان شامل 17 نوجوان پسر 12 تا 15ساله دارای تجربۀ فقدان پدر بودند که به روش نمونه‌گیری هدفمند از مجتمع آموزشی مهر علوی مشهد انتخاب شدند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافتۀ عمیق گردآوری و با استفاده از روش هفت‌مرحله‌ای کلایزی تحلیل شدند. یافته‌ها در پنج مضمون اصلی شامل «تجربۀ همسانی، درک متقابل و احساس تعلق»، «مدرسه به‌ مثابۀ فضایی امن و متمایز»، «نگرش اجتماعی بیرونی»، «عادی‌سازی فقدان در محیط مدرسه» و «مدرسه به‌ عنوان بستر حمایت آموزشی و رشد فردی» سازمان‌دهی شدند. نتایج نشان داد تحصیل در مدرسۀ ویژۀ ایتام احساس تعلق، امنیت روانی و دریافت حمایت‌های آموزشی را تقویت می‌کند؛ در حالی ‌که نگاه متفاوت برخی از افراد خارج از مدرسه می‌تواند احساس تمایز را ایجاد کند. همچنین، عادی‌سازی تجربۀ فقدان و حمایت‌های آموزشی و عاطفی، سازگاری و رشد فردی دانش‌آموزان را تسهیل می‌کند. این یافته‌ها بر اهمیت مدارس خیریه در ارتقای سلامت روان و سازگاری اجتماعی نوجوانان فاقد پدر تأکید دارند.

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