Enhancing Re-Entry and Retention of Girls Affected by Early Pregnancy in Arusha and Kilimanjaro regions

Early pregnancy among school-aged girls remains a significant challenge in Tanzania, contributing to high dropout rates and limiting girls’ access to quality education. According to national reports, a considerable number of girls who become pregnant during their secondary schooling are compelled to leave school prematurely, which adversely affects their future prospects and perpetuates cycles of poverty and gender inequality.

In response, the Tanzanian government has adopted a progressive Re-Entry Education Policy allowing girls to resume their education after maternity. This policy aims to promote gender equality, empower young women, and reduce dropout rates. However, despite this policy’s existence, its effective implementation faces numerous obstacles, including social stigma, inadequate infrastructure, limited awareness, and cultural barriers. These challenges hinder many girls from re-entering or completing their education after pregnancy, thereby undermining the policy’s intended impact.

While the Re-Entry Education Policy provides a framework for supporting girls who have dropped out due to early pregnancies, its implementation remains largely ineffective due to several persistent obstacles:

• Cultural and Social Stigma:

  – Many communities hold negative attitudes towards teenage pregnancies, which can lead to stigma and discrimination against young mothers attempting to return to school.

• Lack of Awareness and Information:

  – Limited dissemination of the policy means that many stakeholders—including parents, teachers, and community leaders—are unaware of the provisions, reducing support for re-entry initiatives.

• Inadequate Infrastructure and Resources:

  – Schools may lack the necessary facilities, such as counselling services, flexible learning schedules, or dedicated support staff to accommodate returning girls.

• Teacher Attitudes and Preparedness:

  – Some teachers may hold biases or lack training in handling students who have experienced early pregnancies, affecting the welcoming environment needed for re-entry.

• Health and Reproductive Support Challenges:

  – Insufficient access to healthcare, family planning, and reproductive health education can hinder girls’ ability to safely return and stay in school.

• Legal and Policy Gaps:

  – While the policy exists, inconsistent enforcement or lack of clear guidelines for schools can impede smooth re-entry processes.

• Economic Constraints:

  – Poverty may prevent girls from affording school-related costs, such as uniforms, stationery, or transportation, even if re-admitted.

• Peer and Family Pressure:

  – Family members or peers may discourage girls from returning to school due to societal expectations or safety concerns

• Security and Safety Concerns:

  – Fear of harassment or violence, especially for young mothers, can discourage re-entry or continuation in school.

• Limited Monitoring and Evaluation:

  – Lack of robust mechanisms to track re-entry cases and evaluate policy effectiveness hampers ongoing improvements and accountability.

These barriers contribute to low re-entry rates, limiting the policy’s potential to improve girls’ educational outcomes and overall well-being.

To facilitate the successful re-entry and retention of girls affected by early pregnancy into Tanzanian schools through awareness, support, and capacity-building interventions.

• Increase awareness of the re-entry policy among stakeholders (teachers, parents, community leaders).
• Reduce social stigma associated with teenage pregnancy and young mothers.
• Improve school infrastructure and support services for returning girls.
• Train teachers and school staff on adolescent health, gender sensitivity, and inclusive education.
• Establish health, counselling, and mentorship services for young mothers.
• Monitor and evaluate the re-entry and retention rates, and identify best practices.

• Higher re-entry and retention rates of girls who have experienced early pregnancy.
• Increased community and school support for young mothers.
• Improved school environments that cater to the needs of returning girls.
• Enhanced capacity of teachers and school administrators to support these students.
• Greater awareness and acceptance of the re-entry policy across communities

This project will adopt a participatory, multi-stakeholder approach involving schools, community leaders, parents, health services, and girls themselves.

• Community Engagement & Awareness Campaigns: Use media, community meetings, and school forums to sensitize stakeholders about the importance of supporting young mothers’ re-entry.
• School Infrastructure & Support Systems: Upgrade facilities (e.g., counselling rooms, sanitary facilities) and establish support centres within schools.
• Capacity Building: Conduct training workshops for teachers, school administrators, and counsellors on gender sensitivity, adolescent health, and inclusive teaching practices.
• Health & Reproductive Services: Partner with local health clinics to provide reproductive health counselling, family planning, and psychosocial support.
• Mentorship & Peer Support: Establish peer mentorship programs where older students or young mothers support re-entering girls.
• Monitoring & Evaluation: Develop data collection tools to track re-entry rates, attendance, academic performance, and satisfaction levels.

• Increased re-entry rates of girls who have experienced early pregnancy.
• Improved school environments that are welcoming and supportive.
• Reduced stigma and negative perceptions surrounding teenage pregnancy.
• Enhanced capacity of teachers and school staff.
• Better health and psychosocial support for young mothers.
• Data-driven insights into effective strategies for policy implementation.

• Ministry of Education, Tanzania
• Local Education Authorities and School Administrators
• Community Leaders & Parents
• Health Sector (Local clinics, health NGOs)
• Civil Society Organizations working on girls’ education and health
• Donor agencies and development partners