Authors : Fortunate Chiremba

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/bddbrfth

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DOI : https://doi.org/10.38124/ijisrt/26may2188

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Abstract : The study was conducted to explore the experiences of teenage mothers who have been reintegrated into the education system in Mazowe district, with the objectives of identifying support systems available for their academic progression, as well as assessing the effectiveness of these support systems in influencing the attainment of their academic goals. The study was guided by an interpretivist paradigm and adopted a phenomenological design to understand participants’ personal experiences during reintegration. Purposive sampling was used to select the participants. Data were collected through semi-structured interviews, focus group discussions and document analysis; and was analyzed thematically. Findings revealed that although reintegration policies were creating opportunities for continued education, teenage mothers in Mazowe District continued to face significant challenges, which include stigma and discrimination, financial constraints, emotional stress, childcare responsibilities and difficulties balancing academic work with parenting roles. However, participants demonstrated that resilience and determination is possible when the right kind of support is provided. The study concludes that there is need to strengthen support systems to improve teenage mothers’ reintegration experiences.

Keywords : Teenage Mothers, Reintegration, Lived Experiences, Education System.

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