Exploring Personal, Social and Academic Experiences of Teenage Mothers Who are Re-admitted to Selected Secondary Schools in Nzega District, Tanzania

Josiah Norman Kazenga, Ecloss Munsaka & Mubanga Mofu
School of Education
Department of Educational Psychology, Sociology, and Special Education
The University of Zambia, Great East Road Campus
P.O. Box 32379
Lusaka, Zambia
ORCID: https://orcid.org/0009-0009-2405-8251
Email: josiahkazenga@gmail.com

Abstract: This study examined the personal, social, and academic experiences of re-admitted teenage mothers in selected secondary schools in Nzega District, Tanzania, using a qualitative approach guided by a hermeneutic phenomenological design. 19 purposively selected participants were involved, including teenage mothers as the main participants, with peers and an academic master as supplementary participants. Data were collected through semi-structured interviews for teenage mothers and the academic master, and focus group discussions with peers, then analyzed thematically. Trustworthiness was ensured, and ethical principles such as informed consent, confidentiality, and voluntary participation were strictly observed. The findings showed that teenage mothers experienced emotional distress, shame, parental neglect, strained family relationships, and helplessness, which weakened their self-confidence and psychological well-being. Socially, they faced stigma, discrimination, and peer isolation, limiting their support networks and sense of belonging in school. Academically, they reported unfair treatment from some teachers, limited study time, and poor school attendance resulting from difficultiesin balancing childcare responsibilities with school routines, all of which negatively affected their academic performance and educational continuity. The study concludes that re-admitted teenage mothers encounter interconnected emotional, social, and academic barriers that hinder their well-being and academic success. It recommends strengthening support systems in families, schools, communities, and policy frameworks to promote inclusive, non-discriminatory learning environments, provide counseling and academic support, and ensure policies that safeguard the educational continuity and welfare of teenage mothers.