Reintegrating adolescent mothers into secondary education: investigating the availability and effectiveness of support systems in Mbeya region, Tanzania

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dc.contributor.authorMwakililo, Pendo Samson
dc.date.accessioned2026-03-11T10:49:48Z
dc.date.available2026-03-11T10:49:48Z
dc.date.issued2025
dc.descriptionJournal article
dc.description.abstractDespite recent policy reforms, such as Education Circular No. 2 of 2021 and the Secondary Education Quality Improvement Programme (SEQUIP) initiative, aimed at facilitating school re-entry, adolescent mothers continue to face considerable emotional, financial, and institutional challenges. This study examines availability and per­ ceived effectiveness of support systems for adolescent mothers re- admitted to secondary schools in the Mbeya region of Tanzania. Guided by Lazarus’s Cognitive-Motivational-Relational Theory (CMRT), this paper employed embedded single case study design involving 20 purposively selected student mothers across five sec­ ondary schools, through focus group discussions and open-ended questionnaires. Findings revealed that while informal support exists, formal and coordinated systems remain fragmented and insuffi­ ciently responsive to student mothers’ lived realities. The paper emphasizes the need for integrated psychosocial, financial, and insti­ tutional interventions that are contextually grounded and emotion­ ally supportive. These findings contribute new insights into how adolescent student mothers perceive and interpret support, offering understanding of re-entry contexts.
dc.identifier.citationhttps://doi.org/10.1080/02673843.2025.2552335
dc.identifier.urihttps://www.suaire.sua.ac.tz/handle/20.500.14820/7375
dc.language.isoen
dc.publisherRoutledge: Taylor & Francis Group
dc.relation.ispartofseriesInternational journal of adolescence and youth 2025, VOL. 30, NO. 1, 2552335
dc.subjectAdolescents
dc.subjectSupport
dc.subjectStudent mothers
dc.subjectSecondary schools
dc.subjectTanzania
dc.subjectRe-entry
dc.titleReintegrating adolescent mothers into secondary education: investigating the availability and effectiveness of support systems in Mbeya region, Tanzania
dc.typeArticle

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