Teenage pregnancy and Gender in Education: The influence of school communities in facilitating School Re-Entry among adolescent mothers in Kenya.

• In Event: Youth-Centered Education: Climate Learning, Gender and Re-Entry, and Hopeful Language for Sustainability and Global Citizenship

Proposal

Many countries have made strides towards Gender equality, but the goal remains largely unrealized. Evidence shows that educating girls is one of the most effective strategies to enhance children's self-worth through improved academic attainment, health, and productivity. This is however hindered by adolescent pregnancy, which is a critical obstacle to achieving gender equality (Morgan et al., 2023). In SSA, 1 in 5 girls become mothers during adolescence. According to the WHO, Sub-Saharan Africa (SSA) has the world’s highest rate of adolescent pregnancies, with 99.4 births per 1,000 women aged 15–19 (WHO, 2023).
Adolescent mothers are likely to bear increased health risks, social stigma, and adverse social and economic impacts for the rest of their lives. An early pregnancy makes school dropout twice as likely, causes conflict in families, and a greater risk for mental health challenges. The prevalence of adolescent pregnancy (15 -19) is at least double among adolescents who have no education, from rural and poorest households. In Kenya, teenage pregnancy stands at 15% where one in every seven girls has begun child-rearing (KDHS 2022). Additionally, pregnancy and childbirth are the leading cause of death among adolescent girls aged 15-19. They also face higher health risks, including complications from childbirth contributing to maternal mortality, low baby birthweight, and severe neonatal conditions. Many times, they are less likely to continue going to school, which prevents them from realizing their full potential and finding better economic opportunities, often results in reduced lifetime earnings, conflicts, cases of GBV and is likely to perpetuate intergenerational cycles of poverty, psychological effects and causes conflicts in families and communities.
Schools and school communities ought to provide teen mothers with protection and hope, especially during crisis of teen pregnancy. Committed teachers and a balanced curriculum give the teen mothers an alternative to confusion and conflict. Dedicated teachers also demonstrate positive values, such as acceptance of diversity, kindness and consideration for their feelings. The simple habit of going to school and being with caring adults in a supportive and tolerant environment is a source of peace for adolescent mothers.
This presentation will utilize findings from a study undertaken by Zizi Afrique Foundation in three Counties, purposively sampled, to explore and understand the impact of adolescent pregnancies, barriers and drivers to school re-entry among teen adolescents in Kenya. The study adopted a qualitative methodology, using a case study of three counties. The study participants purposively selected at County and community level based on their experience or involvement and knowledge of the adolescent pregnancy and motherhood, school re-entry and nurturing care. In-depth interviews were conducted with adolescent mothers and experiential mothers, while FGDs were held with school going adolescent girls and boys. Additionally, key interviews were conducted with caregivers, teachers, chiefs, and county/subcounty directorates. The data was analysed using the NVivo software.

The study revealed that adolescent mothers and their families often reacted harshly to the pregnancies, with emotions characterized by shame, disappointment, and maltreatment, though in some cases, acceptance and forgiveness were also observed. Pregnant adolescents or mothers experienced psychological stress, disrupted schooling, strained relationships, conflicts with family and withdrawal of financial support. Nearly all adolescent mothers expressed a strong desire to return to school, but their re-entry aspirations were influenced by childcare responsibilities, personal ambitions, family support, and the school environment. Even though the school re-entry policy permits an adolescent mother to return to school after delivery, re-entry for some adolescent mothers remained uncertain because of the unfavourable school environment including stigmatization, seclusion, ridicule and labelling them as adults, mothers and ‘bad influence’. The policy implementation is at the discretion of school administrators who may decide to send away pregnant mothers or deny them re-entry. Other teachers demand from adolescent mothers to tell them about their male partners, making them feel uncomfortable in school. Unfriendly and unsupportive school environment, for instance, stigma in school, competing school assignment with childcare, Policy and guidelines on school re-entry nonadherence and Negative peer influence. Factors such as inadequate attention to nurturing care, poverty, and limited financial resources posed significant challenges to providing comprehensive care for the children.

On a positive note, schools can also act as a motivator to re-entry. Teachers play a supportive role to school re-entry and continuity, by following up adolescent mothers in the community and encouraging them to re-join school. Teachers offer guidance and counselling services, create a conducive environment for learning including being available for consultations and remedials and helping in de-stigmatization, giving permission to adolescent mothers when needed. Some offer to educate adolescent mothers on caring roles e.g., how to handle breastmilk flow.
In conclusion, adolescent mother’s re-entry to school requires multiple support including childcare, financial, social and a favorable school and learning environment where they do not feel discriminated, in conflict with the school community and stigmatized. Interventions should also not only focus on re-entry but also how schools can promote peace, safety, inclusion and respect for teen mothers. It should always reach and serve all the children, including the teen mothers often, too scared to go back to school since attacks on them leave long-lasting fear and distrust

Authors

• Mary Chepkemoi, Zizi Afrique Foundation

• Maurice Mutisya, Zizi Afrique Foundation