The purpose of the study was to investigate the challenges faced by high school managers in dealing with pregnant learners in their schools and also ways of dealing with such challenges in selected Senior Secondary Schools in the Idutywa Education District (IED) in the Eastern Cape Province. The study mainly focused on rural schools. Qualitative research method was used and a Case Study design was used to conduct the study. The sample constituted of 16 high School Management Team (SMT) members from the four chosen high schools. An interview schedule designed by the researcher was used to gather data. The collected data were analysed using codes, segments, categories and themes. The researcher interpreted the data and the findings of the study showed that pregnancy changed the behaviour of female learners as a result, School Management Teams (SMT) found it difficult to deal with pregnant learner behaviours in terms of punishing them or expelling them due to South African Schools Act (1996). The study showed that, the School Management Teams in the four selected high schools felt that there should be parental involvement in schools when dealing with learner behaviours. The study showed that pregnant learners dropout of school before they completed their matriculation and they returned anytime after giving birth and SMT had no choice but to accept them even if they returned in the middle of the year. The study further showed that teachers had to assist pregnant learners by organizing catch up programmes so that they produce good results at the end of the year. According to the findings of the study it was clear that pregnancy really affected school policies in terms of learner discipline, learner absenteeism, school dropout and learner overall results. The researcher recommended that, the Department of Education should formulate a policy on pregnant learners that will not allow pregnant learners to attend school while being pregnant in order to assist School Management Teams in schools. The formulated policy should allow School Management Teams to expel pregnant learners in school.

Source: Masters Abstracts International, Volume: 47-06, page: 3556. Adviser: Robert E. Roberts. Includes bibliographical references.

The experiences of pregnant teenagers as related to ante-natal care were researched. The primary objective of the study was to explore and describe the experiences pregnant teenagers had of their ante-natal care. The researcher recommended measures based on the findings of the study to midwives to encourage ante-natal care clinic attendance amongst pregnant teenagers. The recommendations were such that even nurses at Primary Health Care clinics could utilise them as they also come into contact with pregnant teenagers. An increasing number of pregnant teenagers in the Nelson Mandela Metropolitan Municipality area are admitted to referral hospitals with complications during pregnancy and labour. Some of these teenagers are un-booked or had only a few ante-natal clinic visits. The researcher therefore wanted to obtain first hand information related to the reluctance of pregnant teenagers to attend ante-natal care clinics. Attendance at ante-natal care clinics plays an important part in enabling the staff to screen pregnant mothers for health problems and so limit complications. Hence the concern and need to develop measures to motivate pregnant teenagers to attend ante-natal clinics.

This study aims to explore and describe the effects of teenage pregnancy on the school life of teenage mothers who are learners at The High School. It also seeks to generate guidelines which could be useful for educators, programme planners, and other stakeholders involved in designing intervention programmes to help teenage girls avoid unintended pregnancies and those who have fallen into this trap, to be resilient. The sample consists of thirteen learners who were either pregnant or teenage mothers already. The participants were purposively chosen from grades 8-12, two from each grade and five from grade 12. This study uses a qualitative, contextual, descriptive design to investigate the effects the teenage pregnancy has on the lives of girls who fall pregnant while at school. It employs a case study methodology and the data collection instruments included face-to-face interviews and document analysis such as mark schedules and attendance registers. The findings revealed that teenage pregnancy causes tension in the girls' families; the physical changes and experience of pregnancy impacts on their school life; pregnancy causes emotional instability in the teenage girls' lives and their education is indeed disadvantaged. A positive aspect is that there is a chance to make up for the lost time if educational opportunities and support exist. The researcher recommends that there should be support for pregnant girls and teenage mothers within the school system. For this study to have more impact as well as influence policy makers and senior Departmental officials to act upon these recommendations, it is advisable that further research be conducted in other schools to explore the impact of teenage pregnancies on their school life in particular, and schools in general. / Theses (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

Thesis (MPH.) -- University of Limpopo, 2014 / Background The use of contraceptives among sexually-active teenagers in South Africa is known to be very poor and is currently estimated to be at a rate of 25% (DoH 2002). Teenagers who have unprotected sex are at a high risk of reproductive Health problems, such as Sexually Transmitted Infections (STIs) and HIV/AIDS, and unsafe abortion, amongst others (DoH 2002). Contraceptive use progressively declined between 2002 and 2004 among girls under 18 years in the Kwa-Zulu Natal Province as a whole (Health Statistical Bulletin, 2004). Aim The aim was to determine knowledge, attitudes and perceptions of pregnant teenagers with regard to usage of contraceptives at the Pietersburg Hospital, Limpopo Province, South Africa. Method of data collection and analysis A cross-sectional descriptive survey was used in this study. A self-administered questionnaire was used to collect data from pregnant clients aged 13-19 years of age. Data analysis was carried out by using the computer software called Statistical Program for Social Sciences (SPSS). The findings revealed that lack of knowledge, attitudes and perceptions of pregnant teenagers was a problem. Findings The findings of this study indicated that culture and attitude of nursing personnel were not the barriers. Barriers were “not having enough time to choose the method and just not being serious about contraception”. Thirty-six ix per cent (36%) of the participants said they had enough time to choose the method, but they did not choose. Sixty per cent (60%) said they were not serious about contraception, 40% said they were serious but did not use contraception. Married participants who did not hear about emergency contraception, the percentage was small, 6%, while the percentage of single women was higher (94%). Conclusion The study revealed that the participants had knowledge of contraceptives, both single and married; however, married women seemed to have negative attitudes towards contraceptives, based on the culture and the believe that, once married, the usage of contraception was not necessary. Based on the findings of the study, it is recommended that there should be effective ways of information giving to the public regarding family planning.

The purpose of this study was to explore the impact of teenage pregnancy on educators in the rural high schools at Thabo Mofutsanyane district in Eastern Free State. This study aimed to achieve four objectives which were to identify the impact of teenage pregnancy on educators; to identify the challenges that educators face when dealing with pregnant learners; to identify the form of training educators receive in preparing them to deal with teenage pregnancy; and lastly to identify the kind of support educators feel they are being given to help them deal with teenage pregnancy. Participants were eight Life Orientation educators from two high schools and two principals in the respective schools. Participants were identified using a purposive sampling method. Interviews and one focus group were conducted with educators and principals from the two schools. Interviews were tape recorded, transcribed and translated into English where necessary. The collected data was analysed using thematic analysis. The results of the study showed, firstly, that educators face a number of challenges including a lack of training and resources, poverty, lack of parental involvement, as well as a lack of policies and clear guidelines to be used when dealing with pregnant learners. Secondly, it showed that teenage pregnancy tends to have a negative impact on educators because they receive little support in dealing with pregnant learners. Thirdly, it showed that teenage pregnancy tends to have negative impact on educational performance because pregnant learners are distracting to the class and they are distracted themselves. This tends to affect the school’s overall performance which reflects negatively on educators. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

This qualitative study was conducted at Minenhle High School (pseudonym) in Mgugu, a deep rural area in Umbumbulu, KwaZulu-Natal. It explored the way in which six pregnant young women between ages of 16 and 17 talked about their pregnancies. All the young women emerged from a working class background. The purpose of this study was to investigate why these young women fell pregnant; and the gendered dimensions of pregnancy. Gender-power theory was used to show how male dominance reproduces female submissiveness and influences sexual negotiations and thus increasing vulnerability to unintended pregnancies among young African women. Focus groups and individual interviews were used to produce relevant data for this study. However, the same study finds that some young women see the need to challenge accepted gender norms which often promote and encourage female submissiveness and oppression. Socio-cultural influence emerges whereby these young women have failed to access and use contraceptives due to socially constructed myths regarding the effects of contraceptives and fear of going to the clinic to access contraceptive services since this will reveal to the parents that they (young women) are sexually active; hence viewing sex as secret and clinic as public. The findings of this study also show intergenerational silence on issues of sexuality between these pregnant young women and their parents or caregivers which encourages them to rely on their peers for support, information and advice. This study also found a decline in the value of ukuhlolwa kwezintombi (virginity testing) as a strategy for preserving young women’s virginity, discouraging unintended pregnancies and reducing the rate of HIV infections; due to socio-economic and religious reasons. Findings of this study were used to develop strategies that challenge cultural, gender power imbalances as well as breaking intergenerational silence thus encouraging a healthier and more positive sexuality among young people in Umbumbulu. / M. Ed. University of KwaZulu-Natal, Durban 2013.

Submitted in fulfillment of the requirements for the degree of Master of Technology: Environmental Health, Durban University of Technology, Durban, South Africa, 2016. / South Africa, like many other developed countries, is challenged by the under attendance and delay in initiation of antenatal care (ANC) services among pregnant adolescents. Adolescents are more vulnerable to pregnancy related complications, which may contribute to maternal and child mortality and morbidity. This study aimed at evaluating the under attendance and/or delay in initiation of ANC services among young pregnant adolescents (13-16 years old) as a risk for adverse maternal and birth outcomes. The research was based at a district hospital on the North Coast of Kwazulu-Natal. A retrospective review of all young adolescent (13-16 years old) maternity case records for the period from 2011-2013 was conducted. Data collected included ANC trends in attendance, obstetric and perinatal outcomes. A total of 314 pregnancies were recorded among young adolescents at this single hospital over a period of 3 years. Adolescent pregnancy was associated with a risk of late ANC booking and reduced ANC visits. The prevalence of anaemia (32%) was relatively high among the girls. Fifty percent of all adolescents received episiotomies while, 45(14%) experienced perineal tears. Logistic regression models found that the condition of perineum was significantly associated with HIV status (OR= 0.36; 95% CI=0.16; 0.84; p<0.05). HIV positive mothers were more likely to have an intact perineum post-delivery. However, HIV positive adolescents were twice as likely to be diagnosed with anaemia compared HIV negative mothers (results not significant). Underutilisation of ANC (i.e less than 4 visits) was significantly associated with lower gestational age (< 37 weeks) (OR=2.64; 95% CI=1.04; 6.74; p<0.05). Fifteen percent of young mothers delivered early (< 37 weeks), 10% delivered babies with a low birth weight (< 2500g) and 15% of the neonates suffered fetal distress. Low birth weight, low Apgar scores as well as the incidence of maternal anaemia and Pregnancy Induced Hypertension (PIH) were found to be related to late ANC booking. Qualitative findings highlighted the perceived barriers of ANC by pregnant adolescents. Interviews identified the following as factors that hindered access of care; financial barriers, attitudes of Health Care Workers (HCW), system barriers and fear of HIV testing. Urgent population based strategies are required to encourage timeous initiation of ANC among adolescents. Strengthening of health education programs on the benefits of ANC attendance among adolescents can be utilized as part of an approach to address the current public health concern. / M

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The exclusion of girls who fall pregnant while attending school has long been a contentious issue in the literature as it normally ends their schooling. Namibian school-going girls who become pregnant while attending school are no longer excluded from continuing with their education, as new policies in education prevent such exclusion. This qualitative research explores teachers’ experiences of and support practices for school-going teenage mothers in Namibian secondary schools, given this policy context of inclusion. The study was framed within Bronfenbrenners’ bio-ecological system theory focusing on teachers’ interactions with teenage mothers. Eight participants were selected purposively from two secondary schools in the Oshikoto region, Namibia, provided that they were secondary-school teachers and had taught teenage mothers in the past three years. Data were collected in the form of semi-structured focus groups, follow-up individual interviews and field notes. Each focus group was represented by four teachers from the same school, two males and two females. Qualitative content analysis was used as a method of data analysis. The themes that emerged included the following: teachers’ responses to the inclusion of teenage mothers in schools, unpacking teachers’ perceptions on the policy of inclusion of teenage mothers, and support practices. The results revealed that there was a lack of resources and teachers’ felt burdened, not only in the classroom but generally in the school. Teachers, nevertheless, did have empathy for mothers as learners. They also felt both satisfied and dissatisfied, often blaming the inclusion policy for their difficulties in managing classroom dilemmas when teenage mothers were present. They displayed conditional caring and raised concerns about gender and care, as well as expressing a need for comprehensive information. The key finding was that teachers made a distinction between pregnant and parenting learners when thinking of support. The physical appearance of a pregnant learner played a role. Therefore teachers cared for a pregnant learner because they feared that something might happen to the pregnant learner while in their care in the classroom. This resulted in teachers seemingly providing “strategic caring” based on the condition of the pregnant learner. From the findings, it is recommended that pre-service and in-service training of teachers should pay attention to the practise of inclusion of teenage mothers in schools. / AFRIKAANSE OPSOMMING: Die uitsluiting van meisies wat tydens hul skoolloopbaan swanger word, is lank reeds in die literatuur ʼn netelige saak aangesien dit gewoonlik die einde van hul skoolloopbaan beteken. Namibiese skoolmeisies wat swanger word terwyl hulle nog skool bywoon, word nie meer verbied om hul skoolloopbaan voort te sit nie aangesien nuwe onderwysbeleide sodanige uitsluiting voorkom. Hierdie kwalitatiewe navorsing ondersoek onderwysers se ervaring van en die ondersteuningspraktyke vir skoolgaande tienermoeders in sekondêre skole in Namibië gesien uit die hoek van ʼn beleid van inklusie. Die studie val binne die raamwerk van Bronfenbrenner se bio-ekologiese sistemiese teorie en fokus op onderwysers se interaksie met tienermoeders. Agt deelnemers is deur middel van doelgerigte steekproefneming uit twee sekondêre skole in die Oshikoto-gebied in Namibië gekies met die voorbehoud dat hulle aan ʼn sekondêre skool onderwys gegee het en in die voorafgaande drie jaar tienermoeders onderrig het. Data oor onderwysers se ervarings is versamel deur middel van semi-gestruktureerde fokusgroepe, opgevolg deur individuele onderhoude en veldnotas. Elke fokusgroep is verteenwoordig deur vier onderwysers van dieselfde skool waarvan twee manlik en twee vroulik was. Kwalitatiewe inhoudsanalise is gebruik as metode om data te analiseer. Die temas wat te voorskyn gekom het, sluit in: onderwysers se reaksie ten opsigte van die insluiting van tienermoeders in skole, hul opvattings oor die beleid van inklusiwiteit van tienermoeders asook ondersteuningspraktyke. Die resultate het openbaar dat daar ʼn tekort aan hulpmiddels was, dat onderwysers gevoel het dat ʼn las op hulle geplaas is, nie net in die klaskamer nie, maar ook in die algemene skoolopset en ook dat onderwysers empatie getoon het teenoor leerders wat moeders was. Hulle het terselfdertyd tevrede en ontevrede gevoel en het dikwels die inklusiwiteitsbeleid blameer vir die probleme wat hulle ondervind het om dilemmas in die klaskamer te hanteer waar tienermoeders teenwoordig was. Hulle het voorwaardelike sorg aan die dag gelê, besorgdheid oor geslag en versorging uitgespreek en het ʼn behoefte aan omvattende inligting gehad. Die belangrikste bevinding was dat onderwyses ʼn onderskeid getref het tussen swanger leerders en leerders wat reeds ouers was wanneer ondersteuning ter sprake gekom het. Die fisieke voorkoms van ʼn swanger leerder het ʼn invloed gehad. Daarom het bevindings veronderstel dat onderwysers besorgd was oor ʼn swanger leerder wat in hul klaskamer was omdat hulle bang was dat iets met die swanger leerder kon gebeur terwyl sy in hul sorg in die klaskamer was. Dit het tot gevolg gehad dat onderwysers selfgerigte of strategiese sorg verleen het op grond van die toestand van die leerder. Na aanleiding van die bevindings word aanbeveel dat voordiens- en indiensopleiding van onderwysers aandag moet skenk aan die praktyk van inklusiwiteit van tienermoeders in skole.

<p>Teenage pregnancy is one of the major public health problems facing teenage girls in Zambia (Webb, 2000 / Warenius, 2008). Teenage girls‟ access to and utilization of adolescent&nbsp / reproductive health (ARH) services is important for the prevention of teenage pregnancies and sexually transmitted infections (STIs) amongst teenagers.High incidence of teenage pregnancies has been noted in the district despite availability of ARHservices. Teenage pregnancy is a major contributing factor to the high school drop-out rate amongst the girls and is one of the challenges faced by non-governmental organizations (NGOs) that support girl child education, such as the campaign for female&nbsp / education (CAMFED) as well as for government agencies such as the Ministry of Education. The high incidence of teenage pregnancies could be an indication of poor access to&nbsp / and utilization of ARH services and therefore an assessment of the accessibility and utilization of the ARH services was done to explore the reasons for this.This research aimed to explore the factors affecting teenage girls‟ access to and utilization of ARH services in the Mpika district, Zambia. The research was a qualitative, descriptive and exploratory study using individual interviews with ten in-school teenage girls, four key informants rendering ARH services and a focus group discussion (FGD) with ten pregnant teenage girls. By exploring these particpants‟ perceptions and experiences, appropriate interventions to improve accessibility to and utilization of ARH services could be designed that would be appropriate for the local context in order for them to be effective. Thematic analysis with categorizing and coding methods was used to analyze the data. The study used the theory of planned behaviour (TPB) which stipulates that an individual‟s attitude,subjective norms and perceived behavioural control influence behaviour as a framework to explain the findings of the results of the study. The findings of the study indicated that physical, psychological and social barriers hindered adolescents from accessing and utilizing ARH services. The findings also suggested that high levels of knowledge about RH services do not necessarily translate into accessibility and utilization of ARH services. Accessibility to and utilization of ARH services by adolescents can also be determined by an individual‟s attitude, subjective norms, and perceived behavioural control as illustrated by the TPB. Adolescents need to feel comfortable using ARH services. Therefore the three variables of TPB should be taken into consideration when designing comprehensive ARH programmes in order to accommodate the unique reproductive health needs of the adolescents. There is need to encourage participation in and involvement of adolescents in planning and&nbsp / &nbsp / implementation of ARH programmes. The participants also made recommendations which included strengthening information and education on ARH, strengthening adolescent-friendly services, improving staffing levels and promotion of school health services.</p>