Rethinking the transitioning of pregnant and teenage mothers into the formal education system. A post COVID-19 perspective of Marange area in Manicaland province, Zimbabwe

Purpose The main aim of this study is to determine teenage mothers' reintegration experiences into the formal education system from the disruption caused by falling pregnant at school. Design/methodology/approach The study is conducted at five schools in Marange district in Manicaland province of Zimbabwe. The study involves 65 teenage mothers (mean age = 15.6 years; SD = 0.3) sampled through purposive sampling to guarantee precision. Data were collected using a questionnaire and follow-up interviews with closed and open-ended items. Findings Teenage mothers reported feeling anxious, fearful and uncertain, not only about their ability to manage and balance school work and maternity demands but also about their ability to handle stigmatisation associated with teenage motherhood. The study also establishes that age difference and class level did not significantly influence the students' experiences. Research limitations/implications It is envisaged that the recommendations from this study can inform policy and practice aimed at promoting the educational attainment and well-being of pregnant mothers. Practical implications The study is important in assisting with practical reintegration processes that policy makers can adopt for adolescent mothers. Originality/value The study is the first of its kind to be conducted in the area and will contribute to the body on knowledge on inclusive education particularly for the girl child.

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