What experiences and challenges do schoolgirl mothers and mothers-to-be face when continuing in education?
View/ Open
Ferguson2015.docx (854.3Kb)
Date
01/07/2015Author
Ferguson, Beverley Elizabeth
Metadata
Abstract
Previous academic literature and Government agendas and policies share concerns
about schoolgirl mothers/mothers-to-be not continuing in education and having lower
qualifications. Despite this, research has not considered why schoolgirl
mothers/mothers-to-be are more likely to drop out of education or why it is so difficult
for them to continue.
This thesis is an in-depth study of the experiences and challenges faced by schoolgirl
mothers/mothers-to-be while continuing in education. Within this research
consideration is given to: the deficit model that characterises schoolgirl
mothers/mothers-to-be as discussed in the existing research literature; the experiences
and challenges of schoolgirl mothers/mothers-to-be while attending school; and the
support provided by education and health professionals to schoolgirl mothers/mothersto-
be.
The analysis of data (from questionnaires and interviews) was guided by three research
questions: What experiences and challenges do schoolgirl mothers/mothers-to-be
(aged 18 and under) living in Scotland encounter when continuing in education? What
are the different approaches taken by local authorities in supporting schoolgirl
mothers/mothers-to-be whilst at school? How do education and health professionals
(school staff, health visitors) in schools and the National Health Service (NHS) support
schoolgirl mothers/mothers-to-be while continuing in education during pregnancy and
the early stages of motherhood?
A review of policy was carried out across all local authorities in Scotland asking for
information about how schoolgirl mothers/mothers-to-be are supported in school. The
results of the review helped to identify the local authorities to be approached for
inclusion in the study. Eleven local authorities and twenty-nine schools or alternative
provisions across Scotland are represented in this study. Forty-three schoolgirl
mothers/mothers-to-be who attended schools or alternative provisions within the
eleven local authorities participated. Schoolgirl mothers/mothers-to-be completed a
questionnaire and participated in an individual or group interview. A follow-up
interview was conducted 9-12 months later. Seventeen members of staff from schools
or an alternative provision that participants attended were interviewed. An interview
was also held with five health visitors from the five NHS Boards across Scotland that
the identified local authorities fell within.
Overall, the experiences of participants in this study often do not fit with the deficit
model that characterises schoolgirl mothers/mothers-to-be in popular accounts or
Government agendas and policies. Many participants had a ‘really good’ or ‘good’
experience of school before pregnancy, conflicting with the expectation of
disengagement with education. Schoolgirl mothers do have conflicting legal demands
to remain in education and care for their baby but the data do not suggest that all are
either engaged or disengaged from the education system. Professionals sometimes
unintentionally exacerbated difficulties. Only a minority of participants were given
the opportunity of a flexible tailored curriculum to attend school and college.
Schoolgirl mothers/mothers-to-be could have had a much better experience at school
had support such as childcare and transport assistance been provided. The relationship
between professionals and schoolgirl mothers/mothers-to-be is key to help them
overcome the different experiences and challenges of continuing in education while
pregnant or after having a baby.