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Empowering Young Mothers

July 31, 2024 - 10 minute read


Currently, there exists a gap in which pregnant and teen mothers are not equally or equitably served through support in public schools when looking at systems as a whole. Many school sites will describe their experience working with pregnant students as minimal- only a couple of students (Dewees, 2024). Considering school counseling interventions explore innovative strategies and support systems to help all students navigate social, emotional, academic, and career development, ensuring teen mothers have the opportunity to thrive academically and personally is ethically fundamental for school counselors (ASCA, 2019; Stone, 2017). Research suggests that school support can be paramount in student success for pregnant and teen mothers (Dowden et al., 2018; Peterson et al., 2022; Rabia, 2017). Literature can be stratified into these main topics: foundational information, significant impacts, and comprehensive care. Through analysis of the literature, the conclusions deduced articulate the sincerely productive methods that can support teen mothers through pregnancy and postpartum as they seek educational attainment.

Foundational Information

Teen pregnancy rates: US statistics illustrate a public health issue with data suggesting ⅓ of US teens will become pregnant (Dowden et al., 2018). Additionally, pregnancy rates are experienced differently across various ethnic groups (Dowden et al., 2018; Saucier et al., 2022). Furthermore, pregnancy is the leading cause for females to drop out of school (Hladik, 2023). 

Graduation Rates: Information regarding graduation rates for pregnant students articulate a need for school counseling intervention. Between 50-60% of pregnant & parenting students never graduate (Dowden et al., 2018; Williams-Breault et al., 2020). According to Hladik (2023), pregnancy was the leading self-reported cause of drop out amongst female students.

Significant Impacts

 Negative Outcomes associated with teen pregnancy include lower mental and physical health, lower education levels, and a higher risk of living in poverty (Alexander, 2019; Brindis et al 2020; Maslowsky et al., 2021). According to Rabia  (2017) teen mothers have a higher risk of using illegal  substances to cope with feelings such as anxiety, depression, and stress. 

 Negative Outcomes associated with teen pregnancy include lower mental and physical health, lower education levels, and a higher risk of living in poverty (Alexander, 2019; Brindis et al 2020; Maslowsky et al., 2021). According to Rabia  (2017) teen mothers have a higher risk of using illegal  substances to cope with feelings such as anxiety, depression, and stress. 

Positive outcomes associated with seeking educational attainment during pregnancy and postpartum are self-identified even within the first year of motherhood (Johnstone & Mulherin, 2020). Increased self-worth, increased motivation, greater sense of responsibility, and future-oriented thinking are all positive traits teen mothers feel when reflecting on their experience (Dowden et al., 2018; Hladik, 2023; Johnstone & Mulherin, 2020; Rabia, 2017).

Comprehensive Care

School systems play a role in support. Researchers contend that student and stakeholder relations are a major reason why students feel supported through a pregnancy and postpartum educational attainment (Dowden et al., 2018; Hladk, 2023; Peterson et al., 2022). School counselors have a variety of ways to begin to knit the intricacy of adolescent childrearing into the school system through utilizing theory and various research-based approaches (Dowden et al., 2018; Guilamo-Ramos et al., 2023; Hladik, 2023; Maslowsky et al., 2021; Orr et al., 2020; Peterson et al., 2022; Rabia, 2017). Fostering positive benefits for this demographic has long-lasting effects such as better mental and physical health (Johnstone & Mulherin, 2020; Peterson et al., 2022). The trauma sensitive school format would benefit all students, including those experiencing pregnancy and motherhood, under four principle tennants (Alexander, 2019).

California Department of Education Codes [Ed Codes] have the capacity to accommodate needs of pregnant and teen mothers within the educational setting such as having time and space to pump, and time off school to recover from pregnancy (California Department of Education, 2022; Melnick, 2018 ). Students also have the right to family life and are entitled to continue their education if they are also a mother (Arnold V. Board of Education).

Networking is a component of the school counseling profession such as referrals, community affiliations, and awareness of community resources that factor into providing thorough support productive in allowing students to pursue educational attainment undeterred by teenage motherhood (ASCA, 2019; Dewees, 2024; Harding et al., 2020). This is extremely important when it comes to concrete supports such as child care, nutrition, baby care items, and medical care (Harding et al., 2020; Peterson et al., 2022). Additionally, connecting students to support where the school has gaps, such as therapy or counseling for long term issues is valuable in helping students succeed at staying in school (Dewees, 2024).

 Socio-cultural and kinship norms articulate a correlation in receptivity of teenage pregnancy. (Peterson et al., 2022; Rabia, 2017; Roets & Clemence, 2021). Students in the Northern American Indian Tribes feel confident in their ability to become a mother and continue with education because they have familial support (Peterson et al., 2022). American culture and other African cultures consider adolescent sexual behaviors to be taboo and uncomfortable, therefore incurring greater insecurity in the notion that it is possible to be a mother and a student (Rabia, 2017; Roets & Clemence, 2021). Culture and family values can be naturally adhering or combatant to feeling confident in continuing education. 

Conclusions

 Specific standards that uniquely apply to supporting pregnant and teen mothers include ASCA Mindset Standard 3 states that every student should graduate from high school prepared for postsecondary opportunities and Behavior Standard of Professional Foundation  6 which outlines understanding of the impact of cultural, social and environmental influences on student success and opportunities (ASCA, 2019). Data dives suggest that ASCA alignment requires school counselors to get involved in the supporting and discussion around what needs pregnant and parenting teens need. (ASCA, 2019; Dowden et al, 2018; Hladik, 2023; Rabia, 2017).

Inclusive Prosperity is a value that schools must maintain to help the pregnant and parenting demographic. The trauma sensitive school format in conjunction with adherence to and legal policies of the California Ed Code would foster the climate and culture to inspire inclusive prosperity (Alexander, 2019; California Department of Education, 2022; Melnick, 2018).

Intervention format is agreed on by research in that it should be flexible, tier three, with one on one time, and incorporate parental involvement (ASCA, 2019; Harding et al., 2020; Hladik, 2023; Peterson et al., 2022). Since pregnancy is personal and the experience overall can vary dramatically, students need individualized care within the educational setting.

Concrete supports such as food, childcare, transportation, parenting classes are needed (Harding et al., 2020). These concrete supports, if absent, result in higher rates of dropout due to their urgency when raising a baby (Peterson et al., 2022). If this support is not available at the school, then the school should be aware of community resources to refer students to (Dewees, 2024; Harding et al., 2020).

This article has reviewed foundational information, significant impacts, and comprehensive care as pathways towards understanding how best to support pregnant and parenting students. Understanding these categories school counselors can learn to navigate educational attainment for pregnant students and teen mothers in school to foster academic development, college and career readiness, and build social-emotional skills.

References

Alexander, J. (2019). Building trauma sensitive schools: Your guide to creating safe, supportive learning environments for all students. Brookes Publishing.

 Arnold v. Board of Education of Escambia County Alabama. [1989] 880 F. 2nd 305 (11th Cir.). https://scholar.google.com/scholar_case about=14054724718219703124&q=school+counselor+AND+pregnancy&hl=en&as_sdt=2006.

 American School Counselor Association. 2019. ASCA national model: A framework for school counseling programs. (4th ed.) ASCA.

 Brindis, C., Decker, M., Gutmann-Gonzalez, A., & Berglas, N. (2020). Perspectives on adolescent pregnancy prevention strategies in the United States: Looking back, looking   forward. Adolescent health, medicine and therapeutics (135-145).

 California Department of Education. (2022). California laws and codes. California Department     of Education. https://www.cde.ca.gov/Re/lr/cl/.

 California Department of Education. (2020). Supporting the academic success of pregnant and parenting students under title IX of the education amendments of 1972. Retrieved from https://www2.ed.gov/about/offices/list/ocr/docs/pregnancy.html#_Toc7.

 Dewees, B. (2024). Empowering young mothers: Exploring school counseling interventions for educational attainment among pregnant and teen mothers. [Capstone]. Concordia University Irvine.

 Dowden, A., Gray, K., White, N., Ethridge, G., Spencer, N., & Boston, Q. (2018). A  phenomenological analysis of the impact of teen pregnancy on education attainment: Implications for school counselors. Journal of School Counseling,16(8). https://eric.ed.gov/?id=EJ1184922.

 Guilamo-Ramos, V., Benzekri, A., & Thimm-Kaiser, M. (2023). Evaluating the efficacy of an online, family-based intervention to promote adolescent sexual health: A study protocol for a randomized controlled trial. Trials, 24(1). https://doi.org/10.1186/s13063- 023-  07205-3.

 Harding, J. F., Zief, S., Farb, A., & Margolis, A. (2020). Supporting expectant and parenting teens: New evidence to inform future programming and research. Maternal and Child Health Journal, 24(Suppl 2), 67–75.https://doi.org/10.1007/s10995-020-02996-2.

 Hladik, L., Ausderau, K., Hynek, M., & Vo, L. (2023). School-based supports for parenting teens: A qualitative study to understand the daily life of mothers in high school. The American Journal of Occupational Therapy, 77(Supplement_2), 7711510018–1. https://doi.org/10.5014/ajot.2023.77S2-RP18.

 Johnstone, M. & Mulherin, K. (2019). From distress to flourishing: Towards a strengths-based approach for young mothers. Journal Of Reproductive And Infant Psychology, 23(2). Routledge.https://content.ebscohost.com/cds/retrieve?content=AQICAHiylJ_bvOB56hI8 UzTN6Ryruh7a0kiIBN_ANwtaWYjmxwFystY95MWq4SzIB9OEyvZOAAAA2zCB2A YJKoZIhvcNAQcGoIHKMIHHAgEAMIHBBgkqhkiG9w0BBwEwHgYJYIZIAWUDB AEuMBEEDMnL6SRHUiHEs3hsIgIBEICBk85z4QxneWIgHCgakgXpQYYDQpPwaG AdPUecYjMFmb9QrKtTcAVl1N3YzCFsWCecFe6RMeDBy2jAMFCWYLjuJ3cXht02 YTiSkCa142zQ0QlKCCKZwfXzM6O9eMzThPNMgWmZOO7eE160Zgx70LGXs5MA QuAZ2roEbNiVk6XCwz38dq4tiNqiTe0kNUa6Q6eVWg==. 

 Maslowsky, J., Hendrick, C. E., & Stritzel, H. (2021). Mechanisms linking teenage mothers' educational attainment with self-reported health at age 50. Bmc Women's Health, 21(1), 15–15. https://doi.org/10.1186/s12905-020-01150-y.

 Melnick, R. (2018). The Transformation of Title IX : Regulating gender equality in education. Brookings Institution Press. https://webpebscohostcom.cui.idm.oclc.org/ehost/ebookviewer/ebook/bmxlYmtfXzE3M             DE4NjdfX0FO0?sid=872688cdc5d34bc28812989937a61dfc@redis&vid=0&format=EB &lpid=lp_147&rid=0v.

 Orr, E., Ballantyne, M., Gonzalez, A., & Jack, M. (2020). The complexity of the NICU-to-home experience for adolescent mothers: Meleis’ transition theory applied. Advances in Nursing Science,43(4). chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/https://nursing.ceconnection.com/        ovidfiles/00012272-202010000-00006.pdf.

 Peterson, M., Rink, E., Schure, M., Mikkelsen, K., Longtree, H., FireMoon, P., & Johnson, O.(2022). Early childbearing, family support, and staying in school in a northern plains American Indian reservation. American Journal of Sexuality Education, 17(4), 510–535. https://doi.org/10.1080/15546128.2022.2053258.

 Rabia, H. (2017). Contributing factors to older teen mothers’ academic success as very young mothers. The International Journal of Higher Education.          https://www.academia.edu/69780448/Contributing_Factors_to_Older_Teen_Mothers_Ac         ademic_Success_as_Very_Young_Mothers?email_work_card=abstract-read-more

 Roets, L., & Clemence, I. S. (2021). Teenage pregnancy prevention: The church, community, culture and contraceptives. African Journal of Reproductive Health, 25(6), 51–57. https://doi.org/10.29063/ajrh2021/v25i6.6.

 Saucier, C. J., Suresh, S., Brooks, J. J., Walter, N., Plant, A., & Montoya, J. A. (2022). The effect of an entertainment-education intervention on reproductive health of young women of color. Health Communication, 37(9), 1093-1103. https://doi.org/10.1080/10410236.2021.1903741.

 Williams-Breault (2020). Teen pregnancy: United States vs Europe. International Journal of Arts Humanities and Social Science Studies (6,5). http://www.ijahss.com/Paper/05062020/1179451174.pdf.


 Briana Dewees got her undergrad at San Diego State University and M.A.ED: School Counseling, PPS from Concordia University Irvine. She aims to lead under the ideologies that prioritizing education empowers individuals with knowledge and skills, and maintaining mental health is crucial for sustaining the focus and resilience in the pursuit to succeed in life’s endeavors. She will likely continue her education in a Doctoral Program in the future, but for now she is enjoying being a mother of two toddlers. 

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