Promoting Inclusive Policies to Support Pregnant Grade 6 Adolescent Learners in Zimbabwe: Implications and Solutions

Abstract

This qualitative paper aims to examine the effects of unplanned early pregnancies on the academic performance of grade 6 learners in the resettlement areas of Masvingo North District of Zimbabwe and also offer ways to mitigate early pregnancies. While there is considerable research on adolescent pregnancies in the Zimbabwe broader context, there is a notable gap in studies focusing specifically on resettlement areas in Masvingo Province. Employing a constructivist qualitative approach, the paper investigated intricate experiences of learners, parents, teachers, and other community members affected by early pregnancies of primary school-going learners within an educational context. The theoretical framework of Albert Bandura's social learning theory underscores the significance of social interactions in shaping individual experiences and academic outcomes. A case study design facilitated an in-depth exploration of this phenomenon, capturing diverse perspectives from four grade six (6) teachers, eight (8) learners, six (6) parents, and a range of other community stakeholders. Purposive sampling technique was used to achieve balanced representation of views between pregnant and non-pregnant learners. This study responded to two critical questions, how do early adolescent pregnancies among grade 6 learners affect academic performance, and what inclusive mitigation strategies exist? Data was collected through two focus group discussions, which fostered an ideal environment for open dialogue and enabled the researchers to facilitate inclusive conversations with the participants. Thematic analysis revealed key patterns and themes related to challenges posed by early pregnancies on academic performance, thus highlighting the multifaceted nature of the issue. Ethical considerations were prioritized throughout the research process, ensuring confidentiality and informed consent among participants among others. The findings contribute to nuanced understanding of how sociocultural dynamics influence educational outcomes in the resettlement areas, suggesting implications for future educational policies and interventions aimed at supporting affected learners.