Even though the state wants to provide free tuition for all state university and college (SUC) students, four out of ten students drop out. The government’s landmark Universal Access to Quality Tertiary Education Act authored by Sen. Bam Aquino changed the game for many, opening doors previously reserved for the wealthy. However, the numbers show otherwise: 39% of students nationwide and even more in some regions drop out. That’s the hard truth, so if tuition is not the problem, what is?
Eliminating tuition could make higher education more accessible, but the reality is complex. In regions like Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), where the dropout rate is as high as 93.4%, nine out of ten students do not finish college. Central Visayas (60.7%), Zamboanga Peninsula (59.5%), Cordillera Autonomous Region (54.9%), Metro Manila (52.4%), Soccsksargen (51.2%), and our very own Western Visayas (51.2%) also face alarmingly high dropout rates. Despite the free tuition, the majority still struggle to continue their education. Being a student involves many hidden costs, including transportation, food, school supplies, internet costs for online classes, and, most importantly, family pressures. Many students drop out in these areas because they feel they must support their families rather than pursue a degree that seems out of reach. The opportunity cost of continuing school versus working is why some drop out, not willpower or motivation.
Engagement is another issue. According to CHED research, lack of engagement is another primary reason for high dropout rates. Students who feel disconnected from their studies, teachers, classmates, or the curriculum are likelier to leave. It is more than academic difficulty or inability to keep up with coursework—they feel like school is not helping them. Our country has always struggled to balance quality education with student relevance. Engaging students with online, hybrid, or modular classes and limited resources in remote areas has become more complex. It is not just about sitting in a classroom—it is about whether the student feels like their learning matters in their daily life and can see a future from it.
Economic realities complicate matters for many students. It is easy to overlook students’ financial struggles when discussing free tuition. Tuition may be covered, but how many students can focus on school? Many of them, including some of my former and present students, work long hours and after class to support their families at a young age. EDCOM 2 found that financial strain—beyond tuition—prevents students from graduating. Due to rising living costs, many students, especially from disadvantaged backgrounds, cannot afford school. The free tuition law addresses only part of the issue. The missing link is the lack of comprehensive student support for remaining educational expenses, which the law cannot cover. Students must choose between school and survival without assistance for internet bills, transportation, boarding, schooling materials and gadgets, or essential nutrition.
Family issues are important, too. Family comes before personal goals in Filipino culture. Poorer students may feel obligated to support their families, especially if their parents can’t afford healthcare or living expenses. These pressures often cost them their education. Some drop out because they feel more needed at home than at school, while others take a break to earn money. It’s not an easy decision for any student, often leading to deep regret. Unfortunately, students usually cannot avoid it. Our culture values “sacrifice,” but frequently prevents students from finishing school.
Student dropouts are often caused by mental health, financial, and family issues. As more students struggle with anxiety and depression without support, mental health has become increasingly critical to academic success. Beyond academic difficulty, mental health issues are the second leading cause of student dropouts, according to research. Without counseling, a support system, or a safe space to share their struggles, many students feel overwhelmed and choose to leave school. The pressure to perform and the fear of failure can become too much, especially without support.
There is also an outdated or irrelevant curriculum. Some students feel their classes are not preparing them for their communities or jobs. If the curriculum feels disconnected from their future career prospects, it can lead to frustration and disengagement. Today’s students need more relevant education, so schools must improve here. The educational systems that prepare students should evolve with the world. Traditional learning paths’ rigidity also contributes. For students, juggling work or family care, rigid schedules, and heavy course loads can feel impossible. Schools must acknowledge these challenges and adjust to help students balance their education with other responsibilities.
It is also crucial to recognize how policy influences the future of education in the country. The existing framework for support needs to go beyond merely providing tuition assistance. There needs to be a holistic approach that considers every student’s journey. To reduce dropout rates, we need programs that offer financial aid for living expenses, better student engagement, flexible schedules, and more substantial mental health support. We also need to create paths for students to return to school after facing personal or financial challenges. The concept of “porous” education, as suggested by Karol Yee of EDCOM 2, is vital in addressing the dropout crisis. In other education systems, students can return to their studies when circumstances improve, and this flexibility should also be built into the system.
The free tuition law, authored by Sen. Bam Aquino, is a good start but not enough. To reduce dropout rates, we need support for students in all areas—financially, emotionally, mentally, and socially—from the government, schools, and communities. Education should foster growth and success regardless of background, not just accessibility. It is not just about getting in but about graduating and becoming a more productive citizen. Free tuition is only the beginning; we cannot claim equal access to quality education until we ensure that every student has the support to finish what they have started.
Doc H fondly describes himself as a ”student of and for life” who, like many others, aspires to a life-giving and why-driven world grounded in social justice and the pursuit of happiness. His views do not necessarily reflect those of the institutions he is employed or connected with.
