Impact of teenage pregnancy on girls’ academic progression based on their experiences in Nyatike sub-county, Migori County - Kenya

Abstract

Teenage pregnancy is a problem in both developed and developing countries with developing countries registering higher prevalence. Girls drop out of school in Kenya due to teen pregnancy with Migori County being the sixth most affected. There is little literature on the teenage pregnancies and academic transition nexus based on the girls‟ experience on Nyatike Sub-County which the study sought to fill. This study‟s specific objectives were: to establish girls‟ dropout rate due to teenage pregnancy in Nyatike Sub-County; to describe the pattern of re-entry into the education system of teenage mothers in Nyatike Sub-County, Migori County; and to assess the challenges that the teenage mothers experience in Nyatike Sub-County schools. The study adopted both Feminist Theory and Social Learning Theory. A mixed methods research approach was utilized in data collection and analysis to gain the advantage of both quantitative and qualitative data. The study population for this research was teenage mothers in Nyatike Sub-County who were reached through primary and secondary schools within the Sub-County. Both probability and non-probability sampling techniques were used to pick schools and respondents. The instruments were peer reviewed and the questionnaire pre-tested. Quantitative data analysis was done using the Statistical Package for Social Sciences while qualitative data was analysed using NVivo software using thematic approach. This study found that majority of the teen pregnancies take place in standard eight, form three and form two at the age of 14-16 years. Though not well communicated, most schools had policies on teenage pregnancy where girls were allowed to return to school after delivery without repeating (except at their own will). About 70-89% of girls return to school after delivery. Majority of the teachers (97.1%) attested to the fact that teenage pregnancies contributed to changes in teenage mothers‟ academic performance, and behaviour (100.0%). Most teenage mothers were not aware of specific provisions in the re-entry policies. Most teenage mothers faced stigma/discrimination and did not receive education/learning support, social/psychological support and peer support when they got pregnant. This study recommends that: sensitization against teenage pregnancies should be more in class eight, form two and form three; teenage mothers should be encouraged to resume their studies as soon as they can; school policies on teenage pregnancies should be well communicated to students and pupils; students, pupils and teachers should be sensitized on the need to support teenage mothers; and the government should ensure there are measures for accessible psychosocial support is in place within the schools.