Abstract: This study assessed the impact of the Education Re-entry Policy on the retention of teenage mothers in schools in Kyela District, Tanzania, focusing on the challenges they face in continuing their education after re-entry. The research was framed by Liberal Feminism Theory (1987) and utilized a descriptive case study design. Data were collected from 245 respondents through questionnaires and interviews, with a pilot study involving five participants to ensure the reliability of the tools. Both narrative and quantitative methods (frequencies and percentages) were used for analysis. The findings revealed that financial challenges were the most significant barrier to education for teenage mothers, along with a lack of childcare support, societal stigma and negative attitudes toward teenage mothers. Additionally, the study highlighted insufficient psychological and emotional support, inadequate school infrastructure, inflexible schedules, lack of supportive facilities and the absence of specialized programs for young mothers as key contributors to the challenges faced by these students. The study recommends the introduction of financial support programs, such as scholarships or conditional cash transfers, specifically targeting teenage mothers. It also suggests partnerships with private sector organizations and NGOs to mobilize resources for their education. Schools should establish school-based counseling services to address emotional and mental health needs, train counselors and provide safe spaces for confidential support. Flexible learning arrangements, such as half-day classes, weekend classes or distance learning, should be adopted to improve school infrastructure. Schools should also be equipped with private facilities, such as changing rooms, to accommodate parenting students. Additionally, community-based programs should be launched to shift public perceptions about teenage pregnancy and education, involving religious, traditional and political leaders as advocates for girls’ education. Finally, a monitoring and evaluation system should be implemented to track re-entry, retention and academic progress and local education authorities should conduct regular audits to ensure compliance and support.
Keywords: Education Re-entry Policy, teenage mothers, financial challenges, emotional support.
Title: ASSESSING THE IMPACT OF EDUCATION RE-ENTRY POLICY ON TEENAGE MOTHERS’ RETENTION IN TANZANIA: A CASE OF KYELA DISTRICT
Author: SIMON WILLIAM MSIKO, DR. GOODLUCK JACOB, DR. PATRICK MANYENGO
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 13, Issue 4, October 2025 - December 2025
Page No: 339-345
Research Publish Journals
Website: www.researchpublish.com
Published Date: 10-November-2025
