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

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dc.contributor.advisorKelly, Jane
dc.contributor.advisorToska, Elona
dc.contributor.authorZulu, Melisa Angel
dc.date.accessioned2026-06-30T12:05:23Z
dc.date.available2026-06-30T12:05:23Z
dc.date.issued2026
dc.date.updated2026-06-30T12:03:21Z
dc.description.abstractAdolescent 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.
dc.identifier.apacitationZulu, M. A. (2026). <i>Exploring peer-based support models in schools for pregnant and mothering adolescents in the Eastern Cape, South Africa</i>. (). University of Cape Town ,Faculty of Humanities ,Department of Psychology. Retrieved from http://hdl.handle.net/11427/43428en_ZA
dc.identifier.chicagocitationZulu, Melisa Angel. <i>"Exploring peer-based support models in schools for pregnant and mothering adolescents in the Eastern Cape, South Africa."</i> ., University of Cape Town ,Faculty of Humanities ,Department of Psychology, 2026. http://hdl.handle.net/11427/43428en_ZA
dc.identifier.citationZulu, M.A. 2026. Exploring peer-based support models in schools for pregnant and mothering adolescents in the Eastern Cape, South Africa. . University of Cape Town ,Faculty of Humanities ,Department of Psychology. http://hdl.handle.net/11427/43428en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Zulu, Melisa Angel AB - 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. DA - 2026 DB - OpenUCT DP - University of Cape Town KW - adolescent pregnancy KW - peer-based support KW - pregnant and mothering adolescents KW - South Africa KW - mentorship LK - https://open.uct.ac.za PB - University of Cape Town PY - 2026 T1 - Exploring peer-based support models in schools for pregnant and mothering adolescents in the Eastern Cape, South Africa TI - Exploring peer-based support models in schools for pregnant and mothering adolescents in the Eastern Cape, South Africa UR - http://hdl.handle.net/11427/43428 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/43428
dc.identifier.vancouvercitationZulu MA. Exploring peer-based support models in schools for pregnant and mothering adolescents in the Eastern Cape, South Africa. []. University of Cape Town ,Faculty of Humanities ,Department of Psychology, 2026 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/43428en_ZA
dc.language.isoen
dc.language.rfc3066eng
dc.publisher.departmentDepartment of Psychology
dc.publisher.facultyFaculty of Humanities
dc.publisher.institutionUniversity of Cape Town
dc.subjectadolescent pregnancy
dc.subjectpeer-based support
dc.subjectpregnant and mothering adolescents
dc.subjectSouth Africa
dc.subjectmentorship
dc.titleExploring peer-based support models in schools for pregnant and mothering adolescents in the Eastern Cape, South Africa
dc.typeThesis / Dissertation
dc.type.qualificationlevelMasters
dc.type.qualificationlevelMSc
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