Exploring peer-based support models in schools for pregnant and mothering adolescents in the Eastern Cape, South Africa

Zulu, Melisa Angel

Exploring peer-based support models in schools for pregnant and mothering adolescents in the Eastern Cape, South Africa

Thesis / Dissertation

2026

Publisher

University of Cape Town

Department

Department of Psychology

Faculty

Faculty of Humanities

Abstract

Adolescent pregnancy can significantly disrupt education, a situation often exacerbated by stigma, inadequate sexual health education, and insufficient support systems. While peer-based support is a promising intervention, its specific role in school settings remains under-explored. This qualitative study explored the schooling experiences of pregnant and mothering adolescents in the Eastern Cape, South Africa, and investigated the potential of peer-based support models to address their challenges. Using a qualitative approach, data were collected between April and May 2024 via focus group discussions (n=17) and semi-structured interviews (n=8) with pregnant and mothering adolescents (aged 10-21) from two peri-urban schools and eight staff members from relevant civil society organisations. The data was analysed using thematic analysis. Findings revealed four key themes: (1) the complex socio-economic and structural factors shaping adolescent pregnancy experiences; (2) the profound psychological impact of stigma and discrimination on school engagement; (3) the critical, yet often inconsistent, role of social and institutional support networks; and (4) the empowering role of relatable peer mentorship in fostering resilience and educational continuity. The study concludes that effective support is relational, practical, and culturally resonant. Peer-based models are strengthened when grounded in principles of collective care and shared humanity (Ubuntu), aligning with the need for trustworthy mentors. The findings highlight the value of designing contextually relevant, school-based support groups and peer mentorship programmes. This research offers a participant-derived perspective, advocating for community-driven approaches to improve the educational outcomes and well-being of pregnant and mothering adolescents.