Psychosocial Challenges and Coping Mechanisms of Teen Student Mothers Re-Admitted in Non-Formal Secondary Education Centres in Coast Region, Tanzania

Abstract

This study sought to assess psychosocial challenges and coping mechanisms of teen
student mothers re-admitted in non-formal secondary education centres in Coast
region, Tanzania. Given the nature of the problem under study, qualitative approach
incorporating case study design was adopted to guide this study. A purposive sampling technique was used to select thirty-two teen mothers from three non-formal secondary education centres. The interview was conducted to generate qualitative data. Data analysis followed a thematic approach. The recorded interviews were transcribed verbatim and repeatedly read to facilitate immersion in the data. Coding, categorisation, and theme development were conducted iteratively using constant comparison techniques. The final themes were presented narratively and supported with direct quotations from participants to enhance credibility and illustrate key findings. The study findings indicated various psychosocial challenges facing teen student mothers re-admitted in non-formal secondary school centres. They reported to be mocked, embarrassed, and insulted by their teachers, own family members and peers. To cope with aforesaid psychosocial challenges, teen student mothers adopted different mechanisms such as seeking social support, managing their time well, and encouragement from friends and teachers. The study recommends non-formal secondary education centres to provide counselling services to teen student mothers to help them deal with their psychosocial challenges.