Navigating Motherhood and Education: A qualitative exploration of the Challenges Experienced by School-Going Mothers in Hurungwe District of Zimbabwe

Abstract

In many societies, school-going mothers typically bear the most significant burden after giving birth. Previous research studies have confirmed that school-going mothers face various challenges. This study examined the challenges faced by school-going mothers in Hurungwe, utilising Bronfenbrenner’s Ecological Systems theory. Qualitative interviews were conducted with a purposive sample of fifteen school-going mothers in three selected secondary schools in Hurungwe District. Data were collected through semi-structured interviews with the research participants. Data collected was analysed thematically. Key findings identified several challenges experienced by school-going mothers, including educational challenges, financial constraints, stigmatisation, isolation, and an unsupportive school environment. The results include poor academic performance and a failure to balance the dual roles of motherhood and learning. Additionally, the research study recommends that schools ensure teachers and other staff are trained, and that the Ministry of Primary and Secondary Education create a national data collection system to inform policy decisions. This system would analyse enrollment and retention statistics, as well as the challenges experienced by school-going mothers.