A psychosocial support framework for reintegrating teenage mothers back into the school system

Abstract

It is widely accepted that the teenage years are challenging because of the changes associated with the transition from childhood to adulthood, coupled with an immature ability to make responsible decisions. Teenage motherhood as a phenomenon is a challenge that is observed globally, and South Africa is no exception. The teenage mother faces challenges such as stigmatization and condemnation – not only in the community but also when she returns to school. Even worse, she may not be allowed to return to school. This may happen despite various policies and legislation to protect teenage mothers’ rights and dignity, such as the education policy on teenage pregnancy (SASA, 1996). Amongst others, teenage mothers may remain in school while pregnant and are allowed to return to school after having given birth.

Parenting is a challenge for most adult women, and it stands to reason that the difficulties for teenage mothers are even more daunting. In high-risk communities, factors like poverty, socio-economic decline, family instability and lacking social support are likely to affect the young mother’s academic performance and her ability to ‘bounce back’. Psychosocial support enables the teenager to overcome these challenges and help prevent risk factors such as substance abuse and sexual activity, which may, in turn, increase the chances of unintended teenage pregnancy. To this end, the study explored how teenage mothers from high-risk communities can be supported to meet their educational goals. The aim of the research was to probe the challenges faced by these young girls in their quest to return to school and finish their education. The ultimate goal was to develop a support framework for schools to assist learners who gave birth to cope with their formidable circumstances and successfully reintegrate back into school.

Framed within the constructivist-interpretivist paradigm, a qualitative research approach was followed, utilising the phenomenological case study design. To learn more about the teenage mothers’ experiences of their dual role as mothers and learners, in-depth interviews as well as a focus group interview were conducted, accompanied by various drawings and self- reflective activities to generate rich data. In addition, in-depth interviews were conducted with two parents/guardians to learn more about their experiences and impressions, and how their children’s circumstances impacted their lives. Two teachers from the participant school were also interviewed to determine the measures taken by the school to assist these learners.

The findings suggest that the most substantial risk factors – both from the literature and the empirical findings – which could potentially jeopardise the future success of teenage mothers, were feelings of rejection, regret, stress, anxiety, and helplessness. Adverse economic conditions, a resource-poor environment and failing social systems – in particular, the school – intensified these feelings. As a representative of the broader education system, the school neglected its responsibility to implement relevant policy and failed in fulfilling the role of ‘in loco parentis’. The school denied the young girls the much-needed support – academic support in particular, but also emotional support – to develop the necessary resilience to help them achieve their goals. Amongst others, potential protective factors that emerged were a strong will to carve out a better future for themselves and their children, and an anchored home environment that paved the way for a stable temperament, acceptance, assertiveness and ambition – all essential components for goal setting.

Wide-ranging recommendations are offered, but, most importantly, a framework is proposed to improve the provision of support to successfully reintegrate teenage mothers into school and society to capacitate them to pursue their future goals.