The Need for a Model to Facilitate Health for Pregnant Learners Attending Secondary Schools in South Africa

Matlala, Sogo F.; Nolte, Anna; Temane, Annie

doi:10.5901/mjss.2014.v5n25p83

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…Policy intervention is a must. Furthermore, teachers' support is crucial to supporting their determination to succeed (Matlala et al, 2014). Thus, we believe a more comprehensive program is needed to maximize the help extended to pregnant and parenting students.…”

Section: Institutionalized Programmentioning

confidence: 99%

Continuing Education for Pregnant High School Students through Knowledge-Bridging Using Self-Giving Modules

Tudy,

Millan

2023

JPP

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Continuing Education for Pregnant High School Students through Knowledge-Bridging using Self-Giving Modules. Objectives: This action research aims to determine if the Knowledge-Bridging using Self-Giving Modules (KBSM) helps pregnant students continue schooling. Methods: This action research employed a phenomenological qualitative inquiry. Using validated interview guide questionnaires, nine participants, composed of parenting students, advisers, guidance counselors, and administrators, participated in the Key Informant Interviews (KII). Data were analyzed using thematic analysis. Findings: Results showed ten identified pregnant students finished the school year. The participants affirmed the effectiveness of KBSM saying that the modules allowed them to continue their education and increased their determination to succeed. Moreover, the findings revealed two essential points. First, the KBSM was instrumental in protecting pregnant students. Second, there is a need to institutionalize the program because it just started as an initiative of a values subject teacher. Conclusion: Hence, the KBSM was able to help pregnant students continue their studies while handling pregnancy and taking care of their baby.

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Section: Institutionalized Programmentioning

confidence: 99%

Continuing Education for Pregnant High School Students through Knowledge-Bridging Using Self-Giving Modules

Tudy,

Millan

2023

JPP

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“…Expectant students are allowable by government policy to remain in school to get an education. Studies (Matlala, 2015;Mutshaeni, Malovhele, Lebese, & Mashau, 2015;Matlala, Nolte, & Temane 2014), however, show that expectant students are not receiving satisfactory social support from their educators and close relatives to remain in school. There is thus a need for professional nurses and educators to facilitate social support for expectant students to enable them to remain in school.…”

Section: Introductionmentioning

confidence: 99%

Facilitation of Social Support for Expectant Students in South Africa: A Concept Analysis

Matlala¹

2018

GJHS

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The objective was to analyse ‘facilitation of social support’ to contribute to its understanding. This followed data analysis of a qualitative study on experiences of expectant students, their close relatives and educators on facilitation of social support to expectant students. Dictionary and subject definitions were used to make it clear. A model case was constructed to illustrate its use. Antecedents and consequences were identified. Its implementation may end in regular antenatal care attendance where professional nurses provide personalized care by communicating with expectant students, their close relatives and educators to enable their retention in school and ultimately giving birth to healthy babies.

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Learner pregnancy in secondary schools in South Africa: Have attitudes and perceptions of teachers changed?

Segalo

2020

KOERS

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Many secondary schools in South Africa have elaborate school policies on learner pregnancy. Many of these policies state that in the event of a female learner falling pregnant, the said learner will be suspended from the school. The application of these policies has been challenged in the courts of law either by the parents of the learners or the Department of Basic Education in South Africa. The study used a qualitative research approach to explore the perceptions of Life Orientation teachers with regards to learner pregnancy policies and their efficiency. A purposive sample of nine Life Orientation teachers was chosen, and a focus group was used to collect data from the respondents. There were five female and four male teachers in total who participated in the study. Their age ranged from 27 to 52 years with an average teaching experience of 15.3 years. The study showed that despite the legislation stating that schools should be supportive of the needs of the pregnant learners at the school, teachers interviewed demonstrated their unwillingness to adhere to the law. As a result, pregnant learners are advised or coerced to stay at home for the remainder of their pregnancy as the school environment is not tolerant towards them.

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The Need for a Model to Facilitate Health for Pregnant Learners Attending Secondary Schools in South Africa

Abstract: The aim of this paper is to point out the need for a model to facilitate health for pregnant learners attending secondary schools in South

Cited by 3 publications

References 20 publications

Continuing Education for Pregnant High School Students through Knowledge-Bridging Using Self-Giving Modules

Continuing Education for Pregnant High School Students through Knowledge-Bridging Using Self-Giving Modules

Facilitation of Social Support for Expectant Students in South Africa: A Concept Analysis

Learner pregnancy in secondary schools in South Africa: Have attitudes and perceptions of teachers changed?

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