THE LIVED EXPERIENCES OF THE SELECTED

MIDDLE CHILDREN IN SENIOR HIGH SCHOOL

IN A PRIVATE SCHOOL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 12
Pages: 860-868
Document ID: 2023PEMJ1108
DOI: 10.5281/zenodo.8286705
Manuscript Accepted: 2023-25-8
Psych Educ, 2023, 12: 860-868, Document ID:2023 PEMJ1108, doi:10.5281/zenodo.8286705, ISSN 2822-4353
Research Article

The Lived Experiences of the Selected Middle Children in

Senior High School in a Private School
Angelo Aga D. Silvestre*, Jewel Christelle Liera S. Sahagun, Vivien T. Rodriguez
For affiliations and correspondence, see the last page.
Abstract
This study aims to qualitatively analyze the lived experiences of selected middle children who are in
senior high school in the Lyceum of Subic bay. This study used qualitative phenomenological as a
research design. We used thematic analysis in examining the data. Through snowball sampling, 3
selected middle children in senior high school in the Lyceum of Subic bay were chosen to be
participants in the study. Through unstructured narrative interviews result we came up with four
positive themes: self-dependence, studiousness, introversion, and mentor classified as positive
experiences, and two themes: familial treatment unjustness, and feeling of neglection classified as
negative themes. The findings of this study could acquire a detailed knowledge of the subtle
relationships between individual, family, and societal influences in determining their experiences.
The findings of this study could help the parents, siblings, guidance, and counselor to better
understand the lived experiences of the middle children and take action.

Keywords: lived experiences, middle children, qualitatively analyze

Introduction their existence. Their birth order, genders, and

Individuals born between an elder and a younger
sibling are known as middle children. They hold a
unique place within the family and may have different
experiences and challenges than their older and
younger siblings. Middle children are frequently
portrayed as being ignored or neglected by their
parents and guardians, however, this is not always the
case. While some middle children may feel this way,
others can do well in their family role and have
excellent relationships with their siblings and parents.
As a result of their family position, middle children
may acquire different personality traits and coping
techniques. Despite the difficulties that middle
children may endure, they have the opportunity to
develop unique abilities and strengths. Because of their
position in the family, middle children may have
different interactions with their siblings than firstborns
or youngest children. Middle children are squeezed
between their elder and younger siblings and may feel
trapped. As a result, middle children may develop
different interactions with their siblings.
Opposite to what one might assume from a Filipino
family, not all families exhibit strong bonds between
members. Some family members might feel they are
being ignored or taken for granted. The fact that other
fam i ly m e m b er s may o v e r s h a d o w th eir
accomplishments, personality, and abilities may be the
root cause of this feeling of unworthiness. They might
also struggle to establish and maintain close, intimate
relationships with others who frequently undervalue
personalities determine their roles in the family.
Specific characteristics are frequently observed among
the oldest, middle, and youngest children of various
families and cultures (Weems, 2020).
According to studies, children born at this spot in the
order of children could not get enough attention from
their parents and siblings. While a new born baby gets
special attention and benefits from parents, middle
children often get left out. They would become like the
air - they could be felt but are not seen (Regan,
2021).Voo (2020), stated that every individual has
their own personality. Their roles in the family are
determined by their birth order, genders, and qualities.
A person's character is probably influenced by whether
they are the oldest, middle child, youngest, or only
child. Birth order and parenting style are significant
factors in determining the personality variations
between siblings.
This research aims to qualitatively analyze the lived
experiences of the selected middle children who are
Senior Highschool students in Lyceum of Subic Bay.
By studying middle children, researchers can acquire a
more detailed knowledge of the subtle relationships
between individual, family, and society influences in
determining their experiences. Understanding middle
children's experiences can have an impact for parents,
educators, and other professionals who work with
children and families. Professionals can build more
effective techniques for helping middle children's
social, emotional, and cognitive development by
recognizing their problems and capabilities.

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Research Article
Furthermore, these studies are typically carried out in
foreign countries. The researchers can find no relevant
local research on this topic. To fill in the gaps in the
related studies, this study will be carried out locally
and will know the lived experiences of middle children
in the family to meet the gaps in the related studies.
Research Objectives
This study aims to analyze the lived experiences of the
selected middle children who are Senior High School
Students in Lyceum of Subic Bay. It studies the
various parts of their lives. The lived experiences of
family middle children have yet to be widely studied.
Furthermore, these studies are typically carried out in
foreign countries. The researcher can find no relevant
local research on this topic. To fill in the gaps in the
related studies, this study will be carried out locally. It
will impact the lived experiences of the middle
children in the family by observing middle children
from a distance, drawing conclusions through
interviews and observations, and being able to talk to
them and assess their experiences.
Methodology
This section presents the tradition of inquiry and data
generation method, research design, instrumentation,
data collection procedures and analysis, and other
considerations in this study.
Research Design
This study is a qualitative and uses phenomenological
research design since it will be focusing on the lived
ex p eri en ce s of the m idd le ch ildr en . The
phenomenological method focuses on studying the
phenomena that have impacted an individual.
Phenomenology is a form of qualitative research that
focuses on the study of an individual’s lived
experiences within the world (Neubauer et al., 2019).
This approach highlights the specifics and identifies a
phenomenon as perceived by an individual in a
situation. It can also be used to study the commonality
in the behaviors of a group of people. In qualitative
research, non-numerical data (such as text, video, or
audio) are gathered and analyzed to better comprehend
concepts, beliefs, or experiences. It can be employed
to get comprehensive understanding of a subject or
come up with fresh research concepts (Bhandari,
2020). Qualitative research focuses on a variety of
Silvestre et al.
methodologies and takes an interpretive, naturalistic
approach to its subject. Accordingly, qualitative
researchers investigate phenomena in their natural
environments while trying to understand or interpret
phenomena in terms of the meanings that individuals
attribute to them (Denzin Lincoln 2019).
Tradition of Inquiry and Data Generation Method
The tradition of inquiry chosen by the researcher for
this study is the phenomenological study.
Phenomenology is a method of qualitative research
that focuses on the shared nature of a lived experience
within a particular community. The approach's main
objective is to describe the nature of the specific
phenomenon (Creswell, 2013). A qualitative research
will identify a phenomenon as a "object" of human
ex p eri en ce and give it m ean ing b ecau se
phenomenology converts a human subject's encounter
with a phenomenon to a description of its "essence,"
which is typically written down. In this instance, the
subject is the participants' experiences of being a
middle child in the family.
The data generated came from the verbatim responses
of the participants as the researchers interviewed them.
The interviews are recorded on audio. The responses
has been transcribed to aid in analysis of the responses.
There was a total of 3 participants in the study
altogether. 2 participants are female and 1 male. All of
the participants are middle children in the family.The
data collected came from interviews of the researcher
and the participant. To analyze the data obtained
during this paper, the researcher used thematic
analysis. The approach to be used on the data are
inductive and semantic: inductive letting the data
gathered to determine the themes; semantic analyzing
only the explicit contents of the data. From Braun and
Clarke’s (2006) Six Phases of Thematic Analysis, the
step-by-step process of analyzing the data collected in
this research are as follows:
Step 1: Familiarization. This step involves to read and
re-read data in order to become familiar with what the
data implies, paying specific attention to occurring
patterns. This gives a thorough overview of the
collected data prior to analyzing individual terms.
Step 2: Generate initial codes. This step involves
highlighting sections of the transcribed text and
putting labels or “codes” to describe the content.
Sections to be highlighted may be phrases or sentences
that peek interest or relevance to the research. After
going through the text, the data will be collated and
grouped according to the code. These codes will give
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an overview of the main points and commonalities
recurring throughout the text.
Step 3: Constructing themes. The themes will be
formulated after thorough review of the codes.
Identifying the patterns on the codes will generate the
themes, which are generally broader than the codes.
After generating the themes, codes that are ascertained
to be vague or irrelevant to the paper will be discarded.
The themes to be decided will vary according to what
the research is about. The researchers want to create
potential themes that will be helpful about the data for
purposes.
Step 4: Reviewing themes. In this stage, the
researchers make sure that the themes created are
accurate representations of the data. This is the time
where the researchers check compare the data and the
themes against it. Do the themes truly represent the
data? Do we need to change something to make the
themes work better? If a problem arises with the
themes, the researchers may change, split, combine,
discard, or create new ones to make it more useful or
accurate.
Step 5: Defining and naming themes. Once the list of
themes is finalized, it is time to name and define them.
Defining themes means to provide an operational
definition for each theme and to figure out how this
will help understand the data. Naming them involves
coming up with an easily understandable name for
each theme.
Step 6: Writing Up. Finally, to write the analysis of the
data. In this stage, The researchers address the themes
in turn. This is where the description of each theme is
shown including examples from the data as evidence.
The conclusion comes after, which explains the
takeaways and shows how the analysis has answered
our research question.
Description of Participants
The participants in this study were selected using the
following criteria: (1) the participant has to be a
middle child indicatively; they have to be in the
middle of the birth order among their siblings. (2) the
participant must currently be enrolled as a Senior High
School student in Lyceum of Subic Bay.
Research Instrument
The researchers used a narrative interview to gather
data and examine the experiences of middle children.
The narrative interviews are characterized as
unstructured tools, in-depth with specific features,
Silvestre et al.
which emerge from the life stories of both the
respondent and cross-examined the situational context.
This type of interview aims to encourage and stimulate
the interviewee subject (informant) to tell the
interviewer something about some important event in
his/her life and the social context of the family
(Muylaert C.J. et al., 2014).
The specific question that was asked is:
How many siblings are you? And you are?
The specific question is asked to confirm that the
participant is a middle child. The grand tour question
that was asked is:
Can you please tell us what are your experiences
being a middle child?
Following the grand tour question, follow-up questions
will be posed based on the responses of the
participants. This will allow for a more in-depth and
natural discussion of their lived experiences, as
intended by the study.
Data Gathering Procedure
The data were gathered through in-depth interviews.
In-depth interviews aim to obtain a more detailed, rich
understanding of the topic of interest. On the other
hand, semi-structured interviews are characterized by
topic guides containing significant questions that are
used the same way in every interview (The Principles
of Qualitative Methods, n.d).
The data from the selected participants were gathered
through a procedure. The researcher submitted a letter
of request for permission from the institution to
conduct the study. Once the letter is signed and
approved to proceed, the researchers then looked for
participants to be interviewed. The researchers then
discussed with the participants the study and gave an
informed consent letter for privacy and confidentiality
After signing the consent letter, the researchers
conducted the interview with the respondents to get the
information needed for this study. All the information
g ath er ed by the rese a rch er s will rem ain
confidential.The data gathering procedure, including
preparation, took months. The results were interpreted
when the data was retrieved.
Treatment of Data
The data are gathered through narrative interviews and
examined through thematic analysis. Thematic
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analysis is a qualitative data analysis method that

involves reading through a data set (such as transcripts
from in-depth interviews or focus groups) and
identifying patterns in meaning across the data to
derive themes. The thematic analysis involves an
active process of reflexivity, where a researcher’s
subjective experience plays a central role in meaning-
making from data (Braun V. & Clarke V., 2016).

Results and Discussion

Table 1 Prevalence of Themes

Table 2 Thematic Framework - Self-dependence

Positive Theme 1: Self-dependence

This theme has been demonstrated among the middle

children interviewed. As mentioned in the literature,
middle children often feel like they are "on their own,"
that can cause them to feel a strong sense of self-
dependence or being self-reliant. Voo (2021), said that
once a younger sibling arrives, middleborns must learn
to continuously negotiate and compromise to "fit in"
with everyone. Typically, middle children defer to the
wants of the oldest and the needs of the youngest. It
helps them develop greater independence and maintain
realistic expectations.

As stated by one of the participants about being Self-

dependence:

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“As a middle child, it's like who, you are independent
from your siblings. You don't seem to be rellying with
them.” (P1)
He also mentioned:
“When I go out by myself, for instance, it seems like
I'm trying to calm myself down. I just accept whatever
occurs and do what makes me happy” (P1)
These narratives show that being self-dependence is
being developed to the participant and they become
more independent, think outside the box, feel less
pressure to conform, and are more empathetic. Regan
(2021) noted that middle children could be excellent
colleagues and team members due to their ability to
keep the peace. Some middle children's sense of
independence can serve them well later in life.
Table 3. Thematic Framework - Studious
Positive Theme 2: Studiousness
Middle children are also given less attention than their
siblings which led them to use their academics as a
bridge to catch their parent ‘s attention as stated by our
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participants. This theme was evident to the middle
children interviewed. One of the participants shared
that one of her way to noticed by her family is she is
striving academically:
“And then the ways to get me noticed— maybe I’m
doing well in academics, like participating in
sportsfest and awards like that.”
Another participant mentioned that he focuses on
academics:
“More on I focus on my academics, like studying
things like world maps and planets, it’s like I have my
own imagination. Imagination like calculation and
counting numbers when I was a kid.” (P1)
The last participant points out that she is also
concerned with school:
“I don’t hang out or go on outings like that or stroll,
none. Even online games or other platforms in social
media like Instagram, Twitter, or Telegram, I don’t
have that. Only Facebook, and I don’t even have
Facebook downloaded in my cell phone because I am
staying away from distraction and focusing only on
school.”(P3)
Studying truly has a big impact on how middle
children act, and live their lives. Being studious do not
only focus on themselves but reach out to the other
members of their family.
Table 4. Thematic Framework - Responsible
Positive Theme 3: Responsible
It is typical for each family member to have their own
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obligations and tasks at home, some of which include
their perspectives on academics, and responsibilities.
The middle children tend to be helpful and role model
to their younger siblings. This is backed up by the
response of one of our participants.
“Since for now I can help my siblings sometimes in
their studies, when I am on a vacation there.” (P3)
Table 5. Thematic Framework - Introversion
Positive Theme 4: Introversion
This theme appears to be different from what middle
children are believed to be extrovert, but this fourth
positive theme is based on participant narratives that
show social isolation and being an introvert, as the two
participants stated:|
“I don’t hang out or go on outings like that or stroll,
none. Even online games or other platforms in social
media like Instagram, Twitter, or Telegram, I don’t
have that. Only Facebook, and I don’t even have
Facebook downloaded in my cell phone because I am
staying away from distraction and focusing only on
school.” (P3)
“For now, no one pays attention to me and I don’t
even like to pay attention to me either because I’m an
introverted person. Yes, I’m used to being alone. I
prefer to stay in my room and not to go out.” (P1)
Some children, regardless of birth order, may be more
extroverted or introverted than their siblings; they may
be more or less sociable and/or independent than their
Silvestre et al.
siblings. In some cases, a middle child may sublimate
their true nature to fit into the family. But, once grown,
their personal preferences and tendencies may shift
significantly when they are free to be themselves
(Degges-White, 2022).
Table 6. Thematic Framework - Familial Treatment
Unjustness
Negative Theme 1: Familial Treatment Unjustness
This theme was evident among the participants
interviewed. According to Werner (2023), middle
children generally don’t feel that they are the favorite
child of the family. Favoritism may exist for the oldest
child who is viewed as special, or for the youngest
child who is viewed as the baby. The middle child falls
somewhere in-between and is unable to be the favorite
of either parent.
One of the respondents shared his experience:
“Yes. We are treated unfairly, with the youngest being
their favorite. It is obvious that their treatment is
different from the youngest to the oldest and middle
child. I’m at the center of attention when it comes to
household chores, it’s always me that is told to do it.
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them. They get to experience security, safety,

and—most importantly—unconditional love. The
Then when I complain that the youngest doesn’t do
theme feeling of neglection also appears based on their
anything at home, it feels like they’re tolerating this
experiences interviewed. According to Fletcher
behavior. It’s the small things that I notice.” (P1) (2021), a middle child may feel like their parents don’t
pay them enough attention. If you’re a middle child,
He also added he is not jealous but he feels sulking you may also feel like you’re not your parents’
because of the unfair treatment he is experiencing: favorite child because either your older or younger
“Jealousy, it’s not. It’s just unfair, sulk, sulking cause sibling is getting the majority of the attention.
of being unfair” (P1)
One of the respondents stated that she feels left behind,
The other respondent also stated that she believes their as she did when she was younger because her siblings
younger sibling receives special treatment from their are always the first to get things that are brought home:
parents: “Ahh about our family, maybe I always get left behind
“Mom is very kind but she has special treatment for sometimes. Like when I was a kid, my siblings were
the youngest like maybe because she’s the youngest, so always the first to get pasalubong” (P3)
she gives everything my youngest sibling wants but she
is okay with everything like she has different treatment As she reflects on her experiences, she mentions
giving to me but it’s not all unfair, it’s just that there’s feeling unnoticed as her parents are focus with her
something special about the youngest.” (P2) younger siblings:
“What else, sometimes my mom and dad don't notice
And the last respondent also mentions that her parents me because they focus on my sibling who is a priority
are focus with her younger siblings: PWD and my youngest twin siblings” (P3)
“What else, sometimes my mom and dad don't notice
me because they focus on my sibling who is a priority The other one shared on the other hand that no one
PWD and my youngest twin siblings.” (P3) notices her in their home:
“For now, no one pays attention to me at home…”
Table 7. Thematic Framework - Feeling of Neglection (P1)

This phenomenological study highlights the everyday

experiences that the middle children of the senior high
school students in Lyceum of Subic Bay go through,
which contribute to their development and the creation
of their self-identity. It sheds light on the varied
experiences of these middle children. Some aspects
that influence the middle children's identity formation
were revealed by their distinctive stories.

Conclusion

Based on the findings of this study, the following

Negative Theme 2: Feeling of Neglection
The relationships between parents have an impact on
middle children's lives because they allow them to
have a life that is not shaped by how society views
conclusions are made: (1) That the middle children are
experiencing unfair treatment from their parents. (2)
That the middle children experienced being neglected
by their family. (3) That the middle children are
studious since they are academically focused. (4) That
the middle children possess being independent and
responsible. (5) That the middle children feel there is
special treatment most especially to younger siblings.
In accordance with the conclusions of this study, the
following recommendations are hereby offered: (1)
Parents should monitor their children and modify the

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way they interact with one another. Parents should
ensure that their children have the opportunity to
express their feelings and concerns. Create a safe and
supportive environment in which they can freely
express their thoughts and emotions. They should also
ensure that they are giving each child enough attention
and quality time. Let children know that their emotions
are valid and understandable. Avoid dismissing or
downplaying their feelings. (2) Siblings should make
time to listen to their middle sibling's feelings and
concerns.Spend time together and engage in activities
that will make the sibling relationship enjoyable. (3)
Guidance and counselors should raise awareness
among parents, educators, and policymakers about the
unique experiences and needs of middle children in
families. This can help increase understanding and
support for middle children and their families.
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Affiliations and Corresponding Information

Angelo Aga D. Silvestre, MPsy
Lyceum of Subic Bay College of Psychology - Philippines
Jewel Christelle Liera S. Sahagun
Lyceum of Subic Bay College of Psychology - Philippines
Vivien T. Rodriguez
Lyceum of Subic Bay College of Psychology - Philippines

Silvestre et al. 868/868