Reintegration policy for teenage mothers in the teaching-learning process and ASRHR: Learner perspective.

Abstract

Adolescent pregnancy in Eswatini contributes to high school dropout rates among girls. To address this, the teenage mothers’ school reintegration policy enables pregnant learners and teenage mothers to continue their education. This qualitative study explored high school learners’ perspectives of the policy in the Hhohho region. Using a descriptive design, 18 participants (girls, boys, and teenage mothers aged 13–19) were purposively recruited. Data was collected through semi-structured interviews and analyzed thematically. Findings revealed mixed attitudes: while some valued the policy for offering teenage mothers a second chance, others criticized it for normalizing pregnancy among learners. Learners expressed both condemnation and empathy toward pregnant peers, with experiences ranging from emotional abuse to supportive behaviours. Self-stigmatization among teenage mothers was common, reflecting broader societal attitudes. Perspectives on the policy’s effectiveness varied, particularly regarding its implications for adolescent sexual and reproductive health and rights (ASRHR).  The study recommends strengthening educators’ capacity and engaging parents in policy discussions to foster supportive school environments, reducing stigma, and promoting learner understanding. Such interventions could enhance the policy’s impact and contribute to improved educational outcomes for adolescent mothers.