Teen Mothers Return to School, But Face Big Hurdles

By Joana Ndabala | MakanDay Centre for Investigative Journalism

More girls in grades 1 to 12 are returning to school after becoming pregnant than those dropping out, according to the latest Ministry of Education data.

The 2024 Education Statistics Bulletin shows that nearly 12,800 girls (12,799) became pregnant during the reporting period, while over 16,900 (16,934) were readmitted to school under the re-entry policy.

The bulletin explains that the number of pregnancies reflects only those

recorded in a particular year, whereas re-admissions may include girls returning after more than one year—sometimes from previous reporting periods.

“In other terms, learners who are re-admitted in a particular year may have come back to school after more than one year, adding to those from the previous year,” the report states. “For this reason, in some provinces, there may be higher numbers of re-admissions than pregnancies.”

The Zambia School Re-entry Policy, launched in 1997, provides a provision for girls who drop out of school due to pregnancy to be readmitted after giving birth.

The policy was shaped by the outcomes of the 1995 Beijing Conference, where the women’s movement outlined its priorities and action plan. One of the key demands was the re-admission of girls who had dropped out of school because of pregnancy, allowing them to continue their education.

This initiative was recognised as crucial, as the benefits of education in enhancing overall quality of life are amplified by greater participation of girls and women.

While the re-entry policy has enabled many young mothers to resume their education, the high number of school pregnancies raises serious concerns about the effectiveness of sexual and reproductive health education, particularly in rural and underserved communities. Data from the Ministry of Education shows that most school pregnancies occur in rural areas across all provinces in Zambia.

Eastern Province recorded the highest number of pregnancies and re-admissions at the primary school level (grades 1–7), while Muchinga Province reported the lowest.

At junior secondary level, Southern Province had the highest number of pregnancies, with Muchinga again recording the fewest.

At senior secondary level, the Copperbelt Province recorded the highest number of pregnancies, while Muchinga continued to report the lowest figures.

The figures show that a significant number of students became pregnant while still in school, underscoring the urgent need for targeted interventions.

According to the bulletin, the high number of pregnancy cases may be linked to early marriages, peer pressure, and limited access to comprehensive sexuality education, particularly in rural areas.

It further suggests that these rates could be reduced through improved access to sexual and reproductive health information. Many adolescents lack adequate knowledge about how to prevent unwanted pregnancies and sexually transmitted infections (STIs).

Other recommended interventions include career counselling to expand access to education and employment opportunities, promoting media literacy and critical thinking to help students navigate media influence, and engaging male adolescents through initiatives that address their role in preventing teen pregnancies, including abstinence education.

Over the years, Zambia has continued to record encouraging numbers of girls returning to school after childbirth—but the persistently high rate of teen pregnancies remains a major challenge.

The re-entry policy, which aims to address educational inequalities and provide young mothers with the opportunity to complete their education, continues to offer hope to girls who become pregnant while in school, giving them a second chance to pursue their dreams.

One such girl, now in Grade 12 and a mother to a two-year-old, said returning to school will not only benefit her child but also her community.

“This policy has given girls like me the chance to go back to school,” she said. “Once I complete Grade 12, I hope to go to college and further my education.”

Despite its good intentions, the application of the re-entry policy has faced numerous challenges that threaten to undermine its progress.

Many girls struggle to balance the demands of motherhood and school.

“It has really been a challenge for me to manage my time. My performance hasn’t improved, and sometimes I even miss school,” said one girl, whose identity has been withheld.

A lack of awareness and understanding of the re-entry policy among some stakeholders and community members remains a major barrier to its successful implementation. In certain communities, the policy is misinterpreted as promoting promiscuity rather than advancing girls’ education.

At Chainda Secondary School in Chongwe, a teacher noted that many educators still hold negative views toward teenage pregnancy.

“Some teachers believe that schools are not meant for mothers or pregnant girls, but only for regular learners,” he said.

Aaron Chansa, Executive Director of the National Action for Quality Education in Zambia (NAQEZ), also highlighted the lack of support systems both in schools and at home.

“Some girls are abandoned, and that takes a serious psychological toll on them,” he observed.

He added that most schools lack adequate guidance and counseling services for affected girls.

“We only have one guidance office, and the same teacher who offers counselling also teaches us another subject,” said a pupil at one of the schools in Lusaka.

Chansa emphasised the need to strengthen guidance departments and hire more trained counselors to support pregnant girls and young mothers in school.

While schools are able to record the number of pregnancies, there are no deliberate mechanisms in place to track or follow up on girls who fail to return after giving birth, according to stakeholders in the education sector.

“Some girls still don’t return to school—often because they’re forced into early marriages or can’t manage the financial burden of raising a child, especially when they come from already struggling households,” said Malone Phiri, Executive Director of Reformed Open Community Schools (ROCS).

He added that some girls also face stigma from fellow pupils when they return to school.

A girl, who asked not to be named, said she has chosen not to go back to school out of fear of being bullied by her peers.

Poverty is another major barrier, as some girls feel pressured to find ways to support their children instead of continuing their education.

However, some boys have expressed concern over what they see as unequal attention given to girls.

“The community and organisations don’t pay attention to boys—they only focus on girls, and that affects us too,” said a boy who preferred to remain anonymous.

He added that boys often feel neglected, which contributes to the growing number of young people turning to drug abuse and delinquency.

There is growing consensus that new policies are needed to promote equal opportunities in education for both girls and boys.

Stronger support systems are also needed to help all students—regardless of gender—cope with abuse, stigma, and other challenges that may keep them out of school.

“There should be comprehensive sexuality education. Teaching both boys and girls about reproductive health, gender equality, and the importance of education can reduce early pregnancies and empower them to make informed decisions,” said Malone Phiri, Executive Director of Reformed Open Community Schools (ROCS).

He also stressed the importance of gender-sensitive programming, calling for policies that address the unique challenges faced by both boys and girls. This includes promoting gender-sensitive teaching practices, creating safe learning environments, and providing guidance on the impact of early pregnancies and child labour.

An official from the Ministry of Education has revealed that the government plans to strengthen guidance and counselling programmes to support the School Re-entry Policy.

“The enhanced guidance and counselling programmes are expected to address socio-cultural challenges that may hinder girls’ progress in education,” he said.

Joana is a fellow in the 2024 MakanDay training programme. She holds a Diploma in Journalism and Public Relations from ZAMCOM. Throughout her studies, Joana demonstrated exceptional dedication and skill in specialised reporting. In recognition of her talent, MakanDay, in partnership with ZAMCOM, presented her with the MakanDay Award for Overall Best Student in Specialised Reporting at ZAMCOM’s 7th Graduation Ceremony — reaffirming our commitment to nurturing the next generation of investigative journalists in Zambia [https://makanday.org/as-part-of-our-commitment-to-developing-and-nurturing-investigative-journalists-in-zambia-we-partnered-with-zamcom-to-recognize-exceptional-talent-joana-who-graduated-with-a-diploma-in-journalism-a/].