Challenges and Academic Performance of Re-Admitted Teenage Mothers in Kenyan Secondary Schools

Abstract

Aims: The purpose of this study is to examine the influence of challenges faced by admitted teenage mother students on the academic performance in secondary schools in Kenya. The study addressed two specific objectives to achieve its aims These were to examine the challenges faced by the teenage mothers in the learning environment upon being re-admitted to school and its influence on their academic performance; and to explore the family and community perception of teenage mothers and its influence on the academic performance of admitted teenage mothers. Study Significance: The study assesses the impact of re-entry policy on teenage mothers' academic performance in Kenyan secondary schools, highlighting the need for improved support systems. It aims to inform educational practices, enhance program delivery, and contribute to achieving Vision 2030 goals. Study Design: The study a Mixed Methods Design that used a convergent parallel approach. Place and Duration of the Study: The research was conducted in Kenya in four counties namely: Trans Nzoia,xWest Pokot,xUasin Gishu andxElgeyo Marakwet. The variables ofxthe study included challenges faced by teenage mother and academic performance of the admitted teenage mother. The study was conducted in 2022. Methodology: The study used random, stratified and purposive approaches to select the 596 respondents from 102 schools in selected counties. Of this 458 responded to the questionnaire and interviews (72 Principals comprising 52 females and 20 males between 42 – 54 years; 74 Guidance and Counselling teachers 48 females and 24 males with an average age of 38 years; 66 Directors of Studies comprising 50 males and 16 females with a modal age of 36 years; 246 teenage mothers with an age range of 16 – 21 years). Results: The study found out that the challenges the teenage mothers experienced were both from home and the school environment which contributed to their academic performance. The teenage mothers found support from teachers while in school upon being admitted. Conclusion: Parents, schools and even other stakeholders should work in unity to ensure that the teenage mother do not go through challenges that can contribute to poor academic performance.