Schooling Challenges and Coping Mechanisms Adapted By Student -Mothers in Secondary Schools in Nyando District, Kenya
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Date
2011
Authors
Okeyo, Linnah Apondi
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Teenagepregnancy is a global challenge as it is a major contributor to school drop-out among
girls. Permanent expulsion was initially used to help curb teenage pregnancy, but this proved
ineffectiveand also unfair to the girls. The return to school policy introduced gives a second
chance to girls who temporarily drop-out due to teenage pregnancy to further pursue their
education.However, such girls go through numerous challenges as they try to fit back into the
schoolsystem. This study was intended to look into the challenges faced by student-mothers,
theircoping mechanisms and the support they got on resuming studies at secondary school level
in Nyando District. The purpose of this study was to identify the schooling challenges, coping
mechanisms and the support accorded to student-mothers by their parents, fellow students,
teachers,administrators and other stakeholders on resuming studies. The study had the following
objectives:to identify factors that influence the school completion for girls who resume studies
afterdelivery; to identify the kind of institutional and parental support student-mothers receive
on resuming studies and to find out how student-mothers cope with the role of being a mother
anda student on resuming studies. This study adopted a descriptive survey research design using
bothquantitative and qualitative approaches. A complete enumeration of mixed day secondary
schoolsin the two randomly selected divisions was considered for the study. In collecting the
data, 83 student-mothers, 19 principals, 14 guidance and counselling teachers, 9
parents/guardians and 28 other students participated in the study. Data was collected using
Questionnaires, Focus Group Discussions, and interview schedules. This study used descriptive
statisticsto analyse data. The data were presented in tables and figures using percentages and
frequencies. The findings of this study were categorized into three areas namely: studentmothers'
schooling challenges, their coping mechanisms and the support they received upon
resuming studies. The student-mothers' schooling challenges included: lack of concentration,
lackof professional counselling, stigma and discrimination (lack of acceptance by some teachers
and peers), fear and loneliness at school, low self-esteem and guilt, lack of skills to handle
student-mothers situation by teachers, lack of finances to adequately meet the demands of their
babies and themselves, lack of basic resources for study and reluctance in fees payment. Their
coping mechanisms included: problem-focused, avoidance and emotion-focused strategies and
the support they received upon resuming studies were spiritual and social support. Teachers
admitted their inadequacy in supporting student-mothers. Student-mothers therefore adapted
somecoping mechanisms. However, majority were not well adjusted as very few had a positive
self concept and set realistic goals. In conclusion, student-mothers go through a number of
challenges as they double up as mothers and students. Support accorded to them was not
adequate due to other factors like lack of finances and time being limited. The student-mothers
need adequate support to enable them complete secondary education and get access to higher
education.There is need to advise them to adopt effective strategies rather than use reactive and
defensive methods. The thesis argues that social problems cannot be dealt with solely by the
schoolor the teacher. It is recommended that the Ministry of Education, the community, parents,
as well as other social service organizations, should jointly create preventive and intervention
strategies to assist learners with social problems like student-mothers. Such a holistic approach:
could assist schools and teachers to deal with learners' social problems more effectively. This
study also recommends that teachers need guidance and training on how to encourage and
supportteen-mothers and that there is a great need to sensitize stakeholders on the policy.
Description
A Thesis Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Education of Kenyatta University, September 2011.