IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

Educational Experiences of Adolescent Mothers
while Studying College in the Philippines
Ryan Ray G. Gatbonton
Adamson University
Philippines

41

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

Abstract
Adolescent pregnancy is a significant societal issue that results in lost opportunities for teenage
girls in both developed and developing countries. This phenomenological research study
explored the lived experience of adolescent mothers during their college years. Eightparticipants were asked, via unstructured interview, to share their experiences as college
students in the midst of pregnancy. Data was analyzed using Collaizi’s method, while member
checks and expert audits of interview outputs were done to ensure trustworthiness. Results
show that the participants went through several stages in their plight: they faced thecomplexities of adolescent pregnancy alongside college education; dealt with life andeducational conflicts; appreciated the importance of education; found the resolve to carry on
for their child; and dreamt of a better future for their families. These findings were clusteredinto themes and related to Parson’s Adaptation, Goal Attainment, Integration, and Latency
theory, as adolescent pregnancy paved the way for teenagers to assimilate society’s
expectations of responsible adulthood. Consistent with academic literature, the participants’experiences show that adolescent mothers are vulnerable in the education setting, and needproper guidance to achieve their full potential. This research can serve as groundwork forinitiating several educational reforms. A multicomponent intervention program was developedthat is rooted in school and community partnerships.
Keywords: adolescent development, educational resilience, inclusive education

42

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

Adolescent pregnancy is an issue with significant societal impact worldwide. Around 16
million girls aged 15 to 19 years old give birth every year (World Health Organization, 2014).
In the Philippines, it is estimated that 1 in 10 Filipino teenagers get pregnant (Philippine
Statistics Authority, 2018), making the country the only Asia Pacific nation with a significant
rise in teenage pregnancy. Poverty is inextricably linked to adolescent childbearing because ithinders young mothers’ ability to attend school and find good job opportunities.
Several studies have been undertaken to shed light on the issues pertaining to adolescentpregnancy, but most of them have explored the matter with little regard for its human element.
This study is particularly relevant today, particularly in the Philippine setting given the risingnumber of teenage pregnancies in the country and the less-than-ideal circumstances they haveto deal with in the course of their childbearing.
This study, therefore, seeks to take an in-depth look at adolescent pregnancy, with a focus on
its human element. It aims to answer the research question, “What is the lived experience ofcollege students who are adolescent parents?” Such understanding is key to implementing truly
meaningful programs that will benefit this vulnerable and disadvantaged group.
Literature Review
Education as a tool for social progress is an important solution to global challenges as it gives
people access to science and technology (Hang-Chuon, 2017), familiarizes them with social
norms and develops moral sense (Shah et al., 2016), and fosters innovative work attitudes(Overtoom, 2000). Furthermore, educating people improves personal (Shogren et al., 2017)and professional outcomes (Benett et al., 2011) that transcend nations (Ampofo et al., 2015)
and lead to sustainable development (Chey & Khieu, 2017).
Education drives the movement of the social conditions of these changing times as long as it is
implemented in an inclusive manner that will not contribute to the collective destruction ofnations and communities (UNESCO-MGIEP [Mahatma Gandhi Institute of Education for
Peace and Sustainable Development], 2017; United Nations, 2015). In particular, education
should be made accessible to everyone regardless of gender and vulnerabilities. This inclusivity
can be actualized by streamlining curriculums and integrating inclusive educational policies
for female students (Bericat & Sánchez Bermejo, 2016; Hsiao-Chin & Shu-Ching, 2014;
Karam, 2014). In the Philippines, several steps have been considered to ensure that all women
will get equal access to quality education, notably the institution of laws that discourage
oppression of women, such as the Magna Carta of Women, Responsible Parenthood andReproductive Health Act of 2012, and Gender Streamlining of Higher Education.
Research shows that causes of adolescent pregnancy are rooted in the interplay of many factors.
In particular, family, peer, community, and societal influence are among the major reasons forearly pregnancy of adolescent girls (Asnong et al., 2018; Campero et al., 2014; Fuller et al.,2018; Krugu et al., 2016; Morón-Duarte et al., 2014; Sámano et al., 2017; Sycharuen et al.,2018; Yakubu & Salisu, 2018). Economic and situational circumstances also discourage young
women from early pregnancy due to the perceived consequences of childbearing (Charlton etal., 2018; Psaki, 2016). Other precursors of early parenthood include the presence or lack offormal schooling (Almeida & Aquino, 2011; Devkota et al., 2018; Glynn et al., 2018), parental
supervision and involvement (Copeland, 2017), aggressive behavior and substance abuse(Allen & Walter, 2018), and knowledge of oral contraception (Burr et al., 2013; Caffe et al.,2017).

43

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

According to literature, choices in resolving issues of adolescent pregnancy revolve aroundthree options: parenthood, abortion, and adoption (Derlan et al., 2018; Gama Ibiapina et al.,2016; Gomez-Scott & Cooney, 2014; Lohan et al., 2013; Mann et al., 2015; Mokwena et al.,2016;). These options are guided by personal, religious, filial, and educational orientation (Bellet al., 2013; Biney & Nyarko, 2017; Challa et al., 2017; Chi Watts et al., 2015; Loke & Lam,
2014; Ndjukendi et al., 2017; Shahabuddin et al., 2017).
There are several implications to early pregnancy. Physically, it affects the adolescent motherbecause the pregnancy stresses both her body and the growing baby (Jeha et al., 2015; KansuCelice et al., 2017; Loto et al., 2009; Pauli et al., 2013; Pires et al., 2014; Sokulmez &Ozenoglu, 2013; Xavier et al., 2018). Socially, adolescent pregnancy results in significant
changes to family roles and to community functioning (Annang et al., 2014; Aparicio et al.,2016; Dalton, 2015; Epstein et al., 2018; Hindin, 2014; Kleine, 2005; Shpiegel & Cascardi,
2018; Yussif et al., 2017). Educationally, teenage pregnancy poses difficulties to students asparenting roles can sometimes come into conflict with academic tasks (Almeida & Aquino,
2011; Glynn et al., 2018; Kleine, 2005). Ultimately, social stigma arises, further complicating
the already complex circumstances the adolescent mother has to deal with (Banerjee et al.,2009; The National Campaign to Prevent Teen Pregnancy, 2002). Interspersing the literature,
the findings of this research were understood in the lens of Parson’s theory of Adaptation, Goal
Attainment, Integration, and Latency or the AGIL model (1970).
The majority of research cited was quantitative in nature and failed to explain the whole
phenomenon of adolescent pregnancy. The interplay of the many factors and stories leading toyoung motherhood were not documented properly and adequately. The meaning of the teenage
pregnancy experience was reduced in richness because of the quantitative understanding of it.
This is the reason why a more nuanced exploration of this issue is needed moving forward.
MethodResearch design and settingThis study used the phenomenological approach that explored the lived experiences ofadolescent mothers during their college education. In particular, this study took a descriptive
phenomenology approach, which discovered the invariant or universal essence of schoolingwhile being pregnant and parenting. It was conducted in the context of Philippine higher
education, with all participants living and studying in urban areas within Metro Manila.
Sampling and sample size
Eight participants were recruited through purposive sampling. Maximum variation was
employed in selecting adolescent mothers who have shared demographic characteristics thatcut across cases and have emerged out of heterogeneity. The following characteristics wereconsidered: experienced teenage pregnancy while in college, current age, type of school
attended, religion, and life circumstances. The only exclusion criterion is adolescent pregnancy
outside college education. Preliminary interpretation of responses was done vis-à-vis datacollection to identify data saturation. No new themes and significant statements were identified
after the 8th participant was interviewed. At this point, the sample size was deemed sufficientsince data saturation had been reached based on the inductive thematic saturation model
proposed by Saunders et al. (2017).

44

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

Data Collection Procedure
Prior to data collection, the researcher kept a reflexive journal on his own feelings andprejudgment of the phenomenon. In this way, judgmental attitudes were kept in check and were
not conveyed to the participants. They were interviewed in-depth in an unstructured manner tofind out the answer to the question: “What is the lived experience of college students who areadolescent parents?” Follow-up questions were asked such as, “What was your initial reaction
when you learned of your situation?” and “What was the reaction of your significant others
when they learned that you were pregnant?” Contextual questions were also asked as theinterview unfolded naturally.
Some adolescent mothers were selected based on the researcher’s knowledge of them meetingthe aforementioned criteria. Others were selected based on referrals from previous participants.
Interviews were conducted in private, with the participants’ convenience and comfort in mind.
The researcher listened to the participants and offered neither advice nor personal experience.
A psychologist was also on standby to provide psychological support where necessary. The
participants were allowed to have a support person with them throughout the interview.
Data Analysis
Conversations were transcribed and assigned codes using a scheme. Data were analyzed using
Collaizi’s method for procedural interpretation of phenomenology. The steps involvefamiliarization with the narratives, identifying and assigning codes to significant statements,
formulating meanings, clustering themes, developing exhaustive descriptions, producing thefundamental structure, and verifying the fundamental structure. Themes ultimately emerged asdata were sorted and perused. Total immersion in the data gathered was necessary to ensure athorough description and understanding of the phenomenon.
Trustworthiness of Data
Trustworthiness of data is an important cornerstone of qualitative research. Its four dimensionsof credibility, transferability, dependability, and confirmability were given carefulconsideration. Strengthening these aspects is necessary to properly portray the phenomenon ofadolescent pregnancy. Credibility, or the confidence in the truth of data and its interpretation,
was ensured through member checking. Each participant was given a chance to review theoutputs of the analysis. Interview transcripts were appended in the full manuscript to ensuretransferability, or the extent to which the findings can be applied to other settings.
Transferability provides a paper trail from which other researchers can get ideas to transfer theconclusions of this study to other circumstances. Independent expert auditing was conductedto ensure confirmability (objectivity of data) and dependability (stability of data over time andconditions).
Ethical Considerations
Ethics approval was secured for this study from the University Ethics Review Committee ofAdamson University (Protocol Number: 2018-04-GRA-01). The participants were asked ifthey were willing to participate in the study. The processes, risks, and benefits of this researchwere explained thoroughly to the participants, and their written consent was obtained. They
were assigned pseudonyms to keep their identities private, and the interviews themselves wereconducted privately. The interview transcripts were kept confidential, audio records weredeleted after transcription, and personal information were not disclosed to anyone.

45

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

Limitations of the Study
This study has potential limitations. Transferability, or the extent to which qualitative findings
can be transferred to other settings, may be limited due to the sample size. However, the indepth interviews generated significant descriptions of observed transactions and processes.
Data transcription and management can dilute the richness of data, as expected, in handling
qualitative information. This was addressed by thoughtful transcription of narratives.
Findings
The participants shared their thoughts, feelings, and rationalizations on the circumstances,complexities, struggles, challenges, worth, and meaning of life as a pregnant young woman
enrolled in college. They come from different family backgrounds, religious orientation, andsocioeconomic classes. Table 1 describes the profile of the participants.
Table 1: Summary of the participants’ demographic profile
Age atParticipant
First
Pregnancy
Aliyah17

Current
Age

SchoolAttended24

Private,non-sectarian
Private,non-sectarian
Private,non-sectarian
Private,non-sectarian
Private,sectarianBettina18

22

Candice19

21

Denise

18

23

Erich

18

31

Florence

18

25

Geneva19

21

Halima19

24

ReligionLife Circumstances

Catholic

Eldest among 4 children; notallowed to be in civil union
Catholic Lived with the child’s father
and eventually got married
Catholic Mother also experienced
teenage pregnancy
Iglesia ni Lives with foster parents; a
Cristo victim of partner violence
Catholic Supported by relatives in her
studies and eventuallyobtained her doctoral degree
Private,Iglesia ni Stopped studying during her
sectarian
Cristo first pregnancy; lived withhusband after giving birth
Public,Catholic Mother and sister also had
non-sectarianadolescent pregnancy
Public,BornGot pregnant in
non-sectarianagain
cohabitation; stopped
Christian studying due to parenting

Data from the interviews revealed five significant themes: Facing the ordeal, Path toparenthood, Embracing the value of education, Standing up and being strong, and Envisioning
the family. These themes were related to each other to capture the full meaning of thephenomenon.
Theme I: Facing the Ordeal
Facing the ordeal describes the college students’ experiences, including gender and sexuality
issues, during the pregnancy. The complexities and circumstances of adolescent pregnancy
were narrated and related to their college education. They explained the different emotional
challenges they faced during the pregnancy, such as fear of what will happen, uncertainty with46

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

the future, anger to oneself, denial, social stigma, prejudice from family and friends, anddiscontinued education.
This theme is best described by Aliyah’s statement:
I was apprehensive of my child’s future. Of course, I was anxious because thisis what I did. I don’t want this to happen also to my child. I thought of how I
will raise my child if I go abroad, with my boyfriend. I will bring him.
Erich also aired her similar concern:
My initial response was fear. I felt afraid that I won’t be able to fulfill my
dream. I got afraid to the point that when I had an ultrasound and I learned
that I was pregnant, I cried because I want to finish my studies.
Theme II: Path to Parenthood
Path to parenthood describes the college students’ experiences during and immediately after
the pregnancy. It explains the internal and external battles of the young mothers duringchildbearing and after giving birth. It is characterized by health issues (their own and theirchild’s), socioeconomic sacrifices, educational struggles, and family adjustments. The
participants described how they struggled with the demands of motherhood and the difficulties
they continuously face to fulfill this role. It also portrays the totality of the life lived by theparticipants after their pregnancy.
Bettina talks about her hardships in balancing studies and parenting roles:
It’s really staying late. It’s really about sleep. Sometimes, I cry already.
Because during duty, you need to wake up early. My baby’s awake in theevening. That’s why my husband and I seem to get colds and cough every
month. Every time I go to our clinic, the doctor says it must be due to fatigue.
Denise shared her experience as a battered wife:
He punches me. One time, I even went to the police because I had bruises all
over. It’s like this, there was no one at their place, and a relative died.
Relatives came to help at the wake, like in bayanihan [community
cooperation]. Then the kids and our child were left with us. When it was justthe two of us, we had an argument. The kids saw us quarreling. He hit me withan arnis [cane], which the tanods [public safety officers] use.
Theme III: Embracing the Value of Education
Embracing the value of education explains how the young mothers developed a deeper
appreciation of their college education after their pregnancy. It also tackles issues about theirindividual worth and how they view the significance of completing their college education visa-vis providing a quality family life.
Geneva’s view best reflects the essence of this theme:
Now, my plan is to finish school. Hopefully, I really can finish for my family’s
future.
Denise’s statement also supports this theme:
It’s like this, Mama said that she will petition us in the US when I am donewith my schooling. What I plan is to go abroad also so I can provide for mychild’s needs.

47

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

Theme IV: Standing up and Being Strong
Standing up and being Strong reveals the adolescent mothers’ resolve to carry on for the benefitof their child. It highlights the different support systems that have helped them better navigate
this unexpected and difficult period.
Bettina considers this life event as transformative, noting:It’s life-changing. Because before I got pregnant, I sleep in anyone’s home(cries). I am closer with my friends. I am always at my friend’s house, likethat. Because my Mama is not looking for me anyway. But when I got
pregnant, it suddenly became okay. My approach in life became better.
Before, I really don’t care. Now, I know how to decide and am more
responsible (smiles).
Candice’s sharing captures the support she received during her plight:
It’s my father. He was the one who supported me. Even now, it’s a good thingthat he is supportive. I thought he will send me away. But I am thankful thatmy father gave me a chance to study.
Theme V: Envisioning the Family
Envisioning the family encapsulates the adolescent mothers’ dream for a better future for theirchild and family. It takes a look at their mental picture of their family’s bright future and thereconciliation of all conflicts and grief during the pregnancy.
As Erich shared:
I continued with my studies but he stopped. Now, he is the one studying. He is
taking Criminology. I continued because I thought, what if I become the dean,or be the university president? My husband might get insecure that I have
many achievements but not him. I’ve enrolled him at San Sebastian.
Halima’s religious belief helped in her experience:
But there were times that fate tests us. But thank God, we still remained
together.

48

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

Table 2: Summary of emerging themes, categories, and subcategories
Theme
I:
Facing theordealCategory
Emotional challenges

Consequencesof actionII:
Path toparenthood

Health concerns
Socioeconomic
sacrifices
Educational struggles
Family adjustments

III:
Embracing thevalue ofeducation
IV:
Standing up andbeing strong

Key to progress
Key to independence
Support of partner andfamilyLessons learned
V:
Envisioning thefamilyA bright future
Resolution of conflicts

Subcategory
Fear of what will happen
Uncertainty with the future
Anger to self
DenialStigma from community
Prejudice from family and friends
Discontinued education
Carrying the child to term
Effects on general wellbeing
Finding ways to provide for the childFewer social meetups
Difficulty in studying
Unable to continue studying
Frequent absenteeism
Isolation from partner
Co-parenting
Violence or neglect
Transition to parenthood
Search for better living conditions
Moving forward in life
Emancipation from current situation
Freedom to decide for the child’s future
Educational support
Affective support
Financial support
Caregiving support
Accepting the things that will not change
Maturity in one’s outlook
Motivation for self-improvement
For my family
For myself
Forgiveness
Marriage and togetherness

Discussion
Theme I: Facing the Ordeal
Emotional challenges include fear of what will happen, uncertainty with the future, anger tooneself, and denial. These emotions were identified because of the seemingly insurmountable
adversities that these women experienced during their pregnancy (Asnong et al., 2018; Chi
Watts et al., 2015; Ndjukendi et al., 2017).
Perceptions of emotional burden on the part of the adolescent mothers emanate from thethought of communicating their situation to their parents (Lloyd, 2010). Consequently, thefeelings of the young mothers correspond to the stages of grieving, where humans undergo thestages of denial, anger, bargaining, depression, and acceptance in the face of losing something

49

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

(Kübler-Ross, 1969). The thought of losing academic opportunities due to early pregnancy
evokes feelings of fear, uncertainty, anger, and denial, which also correspond to the five phasesof grief. The consequences of adolescent pregnancy, on the other hand, include stigma fromthe community, prejudice from family and friends, and discontinued education.
Early pregnancy outside of marriage also begets social stigma (Banerjee et al., 2009; Copeland,
2017; Mokwena et al., 2016). This stigma is likely a direct consequence of conservative
cultural sensibilities shaped by Catholic doctrines in a predominantly Christian country.
Theoretically, the participants’ reactions to their pregnancy can be best explained by, and are
related to, Erikson’s theory of psychosocial development.
Identity formation is a primary task that adolescents are expected to learn. During this stage,adolescents are concerned with their individuality and how others would perceive them
(Erikson, 1959). Their perceptions of what other people would say would explain thesubcategories of stigma from the community and prejudice from family and friends thatemerged from the interviews.
Theme II: Path to Parenthood
The health concerns of adolescent mothers include carrying their child to term and their own
wellbeing. Many research studies suggest that adolescent pregnancy increases the risk ofmaternal complications, such as anemia, preeclampsia, depressive episodes, and other severe
health conditions (Jeha et al., 2015; Loto et al., 2009; Pauli et al., 2013; Sokulmez & Ozenoglu,
2013).
Additionally, adolescent pregnancy and motherhood were predictors of poor economic
outcomes, as the young mother would need to find means to support childbearing andchildrearing expenses (Banerjee et al., 2009; Shpiegel & Cascardi, 2018; The National
Campaign to Prevent Teen Pregnancy, 2002).
Educational struggles experienced by adolescent mothers include difficulty studying, inability
to continue schooling, and frequent absenteeism. The demands of motherhood can divide theattention of college students (Almeida & Aquino, 2011; Glynn et al., 2018; Kleine, 2005), andnot getting a college degree can, in turn, impact the adolescent mothers’ immediate and futurefamilies (Tang et al., 2016). A vicious cycle is inevitably created even as it can be remedied byeducation.
Family adjustments include the subcategories of isolation from their partner, co-parenting,violence, and neglect and/or transition to parenthood. Several changes in family dynamics
occur during adolescent pregnancy. Firstly, some adolescent men may opt not to accept thechallenge of growing into teen fatherhood; hence, they neglect their responsibilities, abuse theirpartner, or isolate themselves from their partners (Derlan et al., 2018; Lohan et al., 2013;
Uengwongsapat et al., 2018). This unfortunate plight is to be expected because these arestressful life events (Holmes & Rahe, 1967; Lazarus & Folkman, 1984) that force adolescentmothers to learn practical life skills and wisdom (Goodman, 1995).
Theme III: Embracing the Value of Education
Education as a key to progress is viewed as one of the main reasons many adolescent mothers
are determined to continue their education. It also helps that they receive support andencouragement from their significant others (Copeland, 2017; Krugu et al., 2016; Sycharuen
et al., 2018; Uengwongsapat et al., 2018; Yakubu & Salisu, 2018). Achieving independence is50

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

important to adolescent mothers who come from troubled households, and it may be explainedby their desire to break free from the stressful situation they are living in (Campero et al., 2014;
Dalton, 2015; Hindin, 2014). Completing one’s education is the motivation of adolescentmothers, as they are likely aware of how a college education can help them better adapt to life’s
challenges (Lewin, 1947; Roy, 1980).
Theme IV: Standing up and Being Strong
Support from their partner and family includes but is not limited to educational, affective,
financial, and caregiving. This category demonstrates the power of support systems in enabling
adolescent mothers to overcome difficult situations (Bell et al., 2013; Challa et al., 2017;
Derlan et al., 2018; Loke & Lam, 2014; Mann et al., 2015; Morón-Duarte et al., 2014;
Shahabuddin et al., 2017). Lessons learned include the subcategories of accepting things thatwill not change, maturity in one’s outlook, and motivation for self-improvement. The
meaningful life experiences of adolescent mothers influence them to have a more positive
outlook that can serve as springboard for self-improvement (Gama Ibiapina et al., 2016).
The appreciation of education’s value helps adolescent mothers actualize life lessons toimprove their current state. With the difficulties they have faced, the young mothers haverealized their responsibilities to ensure the welfare of the child and then develop an educational
resilience despite the emotional, social, psychological, economic, and educational challenges
they have faced and are likely still facing (Duckworth & Gross, 2016).
Theme V: Envisioning the Family
Adolescent mothers yearn to realize their full potential towards family development. The
participants’ experiences molded them to anticipate challenges in the future, and act in asocially acceptable manner (Challa et al., 2017; Gomez-Scott & Cooney, 2014; Tang et al.,2016). Resolution of conflicts reflects the reconciling experiences they experienced during thecourse of their pregnancy. The ideation of a united family is a common attitude among
adolescent parents, as it is viewed as an important element in correct social functioning (Derlan
et al., 2018; Lohan et al., 2013). These views are manifestations of what the adolescent mothers
have learned after overcoming hardships (Dweck, 2000; Mezirow, 2009).
Validating the Phenomenon
The lived experiences of adolescent mothers and the stages they went through reflects Parson’s
AGIL paradigm. Ordeals, challenges, and hardships were perceived by the participants ascircumstances they must “adapt” to. These mothers endured emotional setbacks, social
disapprovals, educational struggles, economic sacrifices, domestic violence, abuse, and neglectthat strengthened their worldview of education. With the life episodes they had, the adolescentmothers embraced the value of education and built their “goals and aspirations.” They realizedthat their life is no longer centered around them, but on the welfare of their children. Adjusting
to their new role, the adolescent mothers “integrate” themselves to society by standing up andbeing strong for their families. Having a firm resolve, they envisioned a sustainable andmaintained future for their significant others. These actions have enabled the adolescentmothers to assimilate to society’s expectations of responsible adulthood.
Conclusion
Consistent with the literature reviewed and social theories mentioned, it can be concluded thatthe lived experiences of being a pregnant adolescent while in college can be ascribed into
themes, and that the adolescent mothers have evolved to become enduring and responsible

51

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

adults. They have realized the importance of continuing their college education as a key toprogress, independence, and improved life quality. This qualitative research shows thatadolescent mothers are vulnerable in the education setting and need proper guidance to achieve
their full potential.
Recommendations
This phenomenological research affirms the many struggles young mothers faced during thissignificant life event and its positive impact. Educational administrators can learn from theseyoung mothers in formulating inclusive and pluralistic school policies. The following
recommendations are presented, considering the adolescent mothers’ lived experiences:
1. Establish a sustainable teenage pregnancy program for college students who hadadolescent pregnancy by identifying a core group.
2. Develop a network of support systems that can serve as an information and assistanceresource for childrearing adolescents.
3. Create avenues for continued training and livelihood to augment for lost educationaland economic opportunities brought by adolescent pregnancy.
4. Assimilate the educational circumstances of teenage motherhood into school policies
and curriculum.
5. Design mechanisms to monitor and refer incidences of adolescent pregnancy in school
and in the community.

52

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

References
Allen, M. S., & Walter, E. E. (2018). Personality stability and change between age 12 and 14
predicts relationships, sexual activity and same-sex sexual attraction at age 14.
Journal of Research in Personality, 74, 95–101.
https://doi.org/10.1016/j.jrp.2018.02.009
Almeida, M., & Aquino, E. (2011). Adolescent pregnancy and completion of basic education:
A study of young people in three state capita cities in Brazil. Cadernos de Saude
Publica [Public Health Notebooks], 27(12), 2386–2400.
https://doi.org/10.1590/s0102-311x2011001200010
Ampofo, S. Y., Bizimana, B., Ndayambaje, I., Karongo, V., Lawrence, K. L., & Orodho, J.
A. (2015). Social and spill-over benefits as motivating factors to investment in formal
education in Africa: A reflection around Ghanaian, Kenyan and Rwandan contexts.
Journal of Education and Practice, 6(11), 134–147.
https://files.eric.ed.gov/fulltext/EJ1081670.pdf
Annang, L., Lian, B., Fletcher, F., & Jackson, D. (2014). Parental attitudes about teenage
pregnancy: Impact on sexual risk behaviour of African American youth. Sex
Education: Sexuality, Society and Learning, 14(2), 225–237.
https://doi.org/10.1080/14681811.2013.867480
Aparicio, E. M., Vanidestine, T., Zhou, K., & Pecukonis, E. V. (2016). Teenage pregnancy in
Latino communities: Young adult experiences and perspectives of sociocultural
factors. Families in Society: Journal of Contemporary Social Services, 97(1), 50–57.
https://doi.org/10.1606/1044-3894.2016.97.3
Asnong, C., Fellmeth, G., Plugge, E., Wai, N. S., Pimanpanarak, M., Paw, M. K.,
Charunwatthana, P., Nosten, F., & McGready, R. (2018). Adolescents’ perceptions
and experiences of pregnancy in refugee and migrant communities on the ThailandMyanmar border: A qualitative study. Reproductive Health, 15.
https://doi.org/10.1186/s12978-018-0522-7
Banerjee, B., Pandey, G., Dutt, D., Sengupta, B., Mondal, M., & Deb, S. (2009). Teenage
pregnancy: A socially inflicted hazard. Indian Journal of Community Medicine, 34(3),227–231. https://doi.org/10.4103/0970-0218.55289
Bell, E. R., Glover, L., & Alexander, T. (2013). An exploration of pregnant teenagers’ viewsof the future and their decisions to continue or terminate their pregnancy: implications
for nursing care. Journal of Clinical Nursing, 23(17), 2503–2514.
https://doi.org/10.1111/jocn.12431
Benett, S., Hoffman, T., & Arkins, M. (2011). A multi-professional evidence-based practicecourse improved allied health students’ confidence and knowledge. Journal of
Evaluation in Clinical Practice, 17(4), 635-639.
https://doi.org/10.1111/j.1365-2753.2010.01602.x
Bericat, E., & Sánchez Bermejo, E. (2016). Structural gender equality in Europe and its
evolution over the first decade of the twentyfirst century. Social Indicators Research,
127, 55–81. https://doi.org/10.1007/s11205-015-0949-y
Biney, A. A., & Nyarko, P. (2017). Is a woman’s first pregnancy outcome related to her yearsof schooling? An assessment of women’s adolescent pregnancy outcomes andsubsequent educational attainment in Ghana. Reproductive Health, 14, 1–15.
https://doi.org/10.1186/s12978-017-0378-2

53

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

Burr, J. E., Roberts, T. A., & Bucci, J. R. (2013). Dependent adolescent pregnancy rates andrisks factors for pregnancy in the military health care system. Military Medicine,178(4), 412–415. https://doi.org/10.7205/MILMED-D-12-00461
Caffe, S., Plesons, M., Camacho, A. V., Brumana, L., Abdool, S. N., Huaynoca, S., Mayall,K., Menard-Freeman, L., de Francisco Serpa, L., Gomez Ponce de Leon, R., &Chandra-Mouli, V. (2017). Looking back and moving forward: Can we accelerate
progress on adolescent pregnancy in the Americas? Reproductive Health, 14, 1–8.
https://doi.org/10.1186/s12978-017-0345-yCampero, L., Herrera, C., Benitez, A., Atienzo, E., González, G., & Marin, E. (2014).
Incompatibility between pregnancy and educational projects, from the perspective ofsocially vulnerable adolescent women and men in Mexico. Gender and Education,
26(2), 151–167. https://doi.org/10.1080/09540253.2014.898024
Challa, S., Manu, A., Morhe, E., Dalton, V. K., Loll, D., Dozier, J., Zochowski, M., Boakye,
A., Adanu, R., & Hall, K. S. (2017). Multiple levels of social influence on adolescentsexual and reproductive health decision-making and behaviors in Ghana. Women &Health, 58(4), 434–450. https://doi.org/10.1080/03630242.2017.1306607
Charlton, B. M., Roberts, A. L., Rosario, M., Katz-Wise, S. L., Calzo, J. P., Spiegelman, D.,& Austin, S. B. (2018). Teen pregnancy risk factors among young women of diverse
sexual orientations. Pediatrics, 141(4), 1–10. https://doi.org/10.1542/peds.2017-2278
Chey, C. O., & Khieu, V. (2017). Cognitive domain, level of difficulty and topic distributionof the science streamin the national exit examination in Cambodia. Cambodia
Education Review, 1(1), 33–48.
Chi Watts, M. C., Liamputtong, P., & Mcmichael, C. (2015). Early motherhood: a qualitative
study exploring the experiences of African Australian teenage mothers in greater
Melbourne, Australia. BMC Public Health, 15(1), 1–11.
https://doi.org/10.1186/s12889-015-2215-2
Commission on Higher Education. (2015). Establishing the policies and guidelines on genderand development in the Commission on Higher Education and higher education
institutions. https://ched.gov.ph/wp-content/uploads/2017/10/CMO-no.-01-s.2015.pdf
Copeland, R. J. (2017). Experiences of adolescent mothers in Costa Rica and the role ofparental support. Journal of Family Social Work, 20(5), 416–432.
https://doi.org/10.1080/10522158.2017.1300114
Dalton, E. D. (2015). The protective effects of adolescent motherhood in South Central
Appalachia. Journal of Transcultural Nursing, 26(4), 409–417.
https://doi.org/10.1177/1043659614524249
Derlan, C. L., Umaña‐Taylor, A. J., Updegraff, K. A., & Jahromi, L. B. (2018). Mothergrandmother and mother-father coparenting across time among Mexican‐origin
adolescent mothers and their families. Journal of Marriage & Family, 80(2), 349–
366. https://doi.org/10.1111/jomf.12462
Devkota, H. R., Clarke, A., Shrish, S., & Bhatta, D. N. (2018). Does women’s caste make asignificant contribution to adolescent pregnancy in Nepal? A study of Dalit and nonDalit adolescents and young adults in Rupandehi district. BMC Women’s Health, 18,
1–11. https://doi.org/10.1186/s12905-018-0513-4

54

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

Duckworth, A. & Gross, J. (2016). Self-control and grit: Related but separable determinantsof success. Current Directions in Psychological Science, 23(5), 319–325.
https://doi.org/10.1177/0963721414541462
Dweck, C. (2000). Self-theories: Their role in motivation, personality and development.
Taylor & Francis Group.
Epstein, M., Furlong, M., Kosterman, R., Bailey, J., King, K., Vasilenko, S., Steeger, C., &Hill, K. (2018). Adolescent age of sexual initiation and subsequent adult healthoutcomes. American Journal of Public Health, 108(6), 822–828.
https://doi.org/10.2105/AJPH.2018.304372
Erikson, E. (1959). Identity and the life cycle. International Universities Press.
Fuller, T. R., White, C. P., Chu, J., Dean, D., Clemmons, N., Chaparro, C., Thames, J.,
Henderson, A., & King, P. (2018). Social determinants and teen pregnancy
prevention: Exploring the role of nontraditional partnerships. Health Promotion
Practice, 19(1), 23–30. https://doi.org/10.1177/1524839916680797
Gama Ibiapina, L. S., Nery, I. S., Santiago da Rocha, S., Tolstenko Nogueira, L., Lages deAraújo, A. K., & Carreiro Santiago, A. K. (2016). Nursing care to pregnant teenagers
under the optics of Callista Roy theory. Enfermagem em Foco [Nursing in Focus],
7(3), 46–50. https://doi.org/10.21675/2357-707X.2016.v7.n3/4.915
Glynn, J. R., Sunny, B. S., DeStavola, B., Dube, A., Chihana, M., Price, A. J., & Crampin, A.
C. (2018). Early school failure predicts teenage pregnancy and marriage: A large
population-based cohort study in northern Malawi. PLoS ONE, 13(5), 1–17.
https://doi.org/10.1371/journal.pone.0196041
Gomez-Scott, J., & Cooney, T. M. (2014). Young women’s education and behavioural risk
trajectories: Clarifying their association with unintended-pregnancy resolution.
Culture, Health & Sexuality, 16(6), 648–665.
https://doi.org/10.1080/13691058.2014.898794
Goodman, R. (Ed.). (1995). Pragmatism. Routledge.
Hang-Chuon, N. (2017). The paths of education reform. Cambodia Education Review, 1(1), 5–31.
Hindin, M. (2014). Adolescent childbearing and women’s attitudes towards wife beating in
25 sub-Saharan African countries. Maternal & Child Health Journal, 18(6), 1488–
1495. https://doi.org/10.1007/s10995-013-1389-4
Holmes, T., & Rahe, R. (1967). The social readjustment rating scale. Journal of
Psychosomatic Research, 11, 213–218.
https://doi.org/10.1016/0022-3999(67)90010-4
Hsiao-Chin, H., & Shu-Ching, L. (2014). The formation of gender education policies in
Taiwan, 1995-1999. Chinese Education & Society, 47(4), 5–13.
https://doi.org/10.2753/CED1061-1932470401
Jeha, D., Usta, I., Ghulmiyyah, L., & Nassar, A. (2015). A review of the risks andconsequences of adolescent pregnancy. Journal of Neonatal Perinatal Medicine, 8(1),1–8. https://doi.org/10.3233/NPM-15814038
Kansu-Celice, H. K., Karakaya, B., Guzel, A. I., Tasci, Y., & Erkaya, S. (2017). To evaluate
the effect of pre-pregnancy body mass index on maternal and perinatal outcomesamong adolescent pregnant women. Journal of Maternal-Fetal & Neonatal Medicine,30(13), 1574–1578. https://doi.org/10.1080/14767058.2016.1214122

55

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

Karam, A. (2014). Education as the pathway towards gender equality. UN Chronicle, 50(4),31–36. https://doi.org/10.18356/cac203b4-en
Kleine, J. (2005). Adolescent pregnancy: Current trends and issues. American Academy of
Pediatrics, 116(1), 281–286. https://doi.org/10.1542/peds.2005-0999
Krugu, J. K., Mevissen, F. E., Prinsen, A., & Ruiter, R. A. (2016). Who’s that girl? A
qualitative analysis of adolescent girls’ views on factors associated with teenage
pregnancies in Bolgatanga, Ghana. Reproductive Health, 13, 1–12.
https://doi.org/10.1186/s12978-016-0161-9
Kübler-Ross, E. (1969). On death and dying. Scribner.
Lazarus, R., & Folkman, S. (1984). Stress, appraisal and dying. Springer Publishing Company.
Lewin, K. (1947). Frontiers in group dynamics: Concept, method and reality in social
science; social equilibria and social change. Human Relations, 1, 5–41.
https://doi.org/10.1177/001872674700100103
Lloyd, S. (2010). Pregnant adolescent reflections of parental communication. Journal ofCommunity Health Nursing, 21(4), 239–251.
https://doi.org/10.1207/s15327655jchn2104_4
Lohan, M., Olivari, M. G., Corkindale, C., Milani, L., Confalonieri, E., Cruise, S.,
O’Halloran, P., Alderdice, F., & Hyde, A. (2013). Adolescent men’s pregnancy
resolution choices in relation to an unintended pregnancy: A comparative analysis ofadolescent men in three countries. Journal of Family Issues, 34(8), 1037–1058.
https://doi.org/10.1177/0192513X13484281
Loke, A. Y., & Lam, P. (2014). Pregnancy resolutions among pregnant teens: Termination,
parenting or adoption? BMC Pregnancy & Childbirth, 14, 1-9.
https://doi.org/10.1186/s12884-014-0421-z
Loto, O., Ezechi, O., Kalu, B., Loto, A., Ezechi, L., & Ogunniyi, S. (2009). Poor obstetricperformance of teenagers: Is it age- or quality of care-related? Journal of Obstetrics
and Gynaecology, 24(4), 395–398. https://doi.org/10.1080/01443610410001685529
Mann, E. S., Cardona, V., & Gómez, C. A. (2015). Beyond the discourse of reproductive
choice: Narratives of pregnancy resolution among Latina/o teenage parents. Culture,
Health & Sexuality, 17(9), 1090–1104.
https://doi.org/10.1080/13691058.2015.1038853
Mezirow, J. (Ed.). (2009). Transformative learning in practice: Insights from community,
workplace, and higher education. Wiley.
Mokwena, J. P., Govender, S., & Setwaba, M. B. (2016). Health and well-being among
teenage mothers in a rural South African community. Journal of Psychology inAfrica, 26(5), 428–431. https://doi.org/10.1080/14330237.2016.1219539
Morón-Duarte, L. S., Latorre, C., & Tovar, J. R. (2014). Risk factors for adolescentpregnancy in Bogotá, Colombia, 2010: a case-control study. Pan American Journal of
Public Health, 36(3), 179–184. https://scielosp.org/article/rpsp/2014.v36n3/179-184/
Ndjukendi, A., Okitundu, D., N’situ, A., Mpaka, D., Lukeba, T., Ngoma, V., Moro, M., &Falissard, B. (2017). Adolescents en situation difficile à Kinshasa: Quelles stratégies
d’adaptation? [Adolescents experiencing difficulties in Kinshasa: What coping
strategies?]. L’Evolution Psychiatrique [Psychiatric Evolution], 82(1), 75–87.
https://doi.org/10.1016/j.evopsy.2015.12.008

56

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

Overtoom, C. (2000). Employability skills: An update (ED445236). ERIC.
https://files.eric.ed.gov/fulltext/ED445236.pdf
Parsons, T. (1970). The social system. Routledge & Kegan Paul Ltd.
Pauli, J., Lloyd, T., Kunselman, A., Stetter, C., Dodson, W., & Legro, R. (2013). Effect ofadolescent pregnancy on final adult height in non-Hispanic white women. Archives of
Gynecology & Obstetrics, 288(3), 679–682.
https://doi.org/10.1007/s00404-013-2781-4
Philippine Statistics Authority. (2018). National demographic health survey 2017.
https://dhsprogram.com/pubs/pdf/FR347/FR347.pdf
Philippine Commission on Women. (2008). RA 9710: Magna carta of women act.
https://pcw.gov.ph/assets/files/2019/04/RA-9710_Copy-and-IRR.pdf
Philippine Commission on Women. (2012). Responsible parenthood and reproductive healthact. https://pcw.gov.ph/republic-act-10354/
Pires, R., Araújo-Pedrosa, A., & Canavarro, M. (2014). Examining the links between
perceived impact of pregnancy, depressive symptoms, and quality of life duringadolescent pregnancy: The buffering role of social support. Maternal & Child Health
Journal, 18(4), 789–800. https://doi.org/10.1007/s10995-013-1303-0
Psaki, S. (2016). Addressing child marriage and adolescent pregnancy as barrier to gender
parity and equality in education. Prospects: Quarterly Review of Comparative
Education, 46(1), 109–129. https://doi.org/10.1007/s11125-016-9379-0
Roy, C. (1980). The Roy adaptation model. In J. Riehl & C. Roy (Eds.), Conceptual models
for nursing practice (2nd ed., pp. 179-193). Appleton.
Sámano, R., Martínez-Rojano, H., Robichaux, D., Rodríguez-Ventura, A. L., SánchezJiménez, B., de la Luz Hoyuela, M., Godínez, E., & Segovia, S. (2017). Family
context and individual situation of teens before, during and after pregnancy in Mexico
City. BMC Pregnancy & Childbirth, 17, 382. https://doi.or/10.1186/s12884-0171570-7
Saunders, B., Sim, J., Kingstone, T., Baker, S., Waterfield, J., Bartlam, B., Burroughs, H., &Jinks, C. (2017). Saturation in qualitative research: exploring its conceptualizationand operationalization. Quality & Quantity, 52(4), 1893–1907.
https://doi.org/10.1007/s11135-017-0574-8
Shah, R., Maber, E., Cardozo, M. L., & Paterson, R. (2016). Peacebuilding, Education and
Advocacy in Conflict-Affected Contexts Programme Report (ED573879). ERIC.
https://files.eric.ed.gov/fulltext/ED573879.pdf
Shahabuddin, A., Nöstlinger, C., Delvaux, T., Sarker, M., Delamou, A., Bardají, A., Broerse,J., & De Brouwere, V. (2017). Exploring maternal health care-seeking behavior of
married adolescent girls in Bangladesh: A social-ecological approach. PLoS ONE,12(1), 1–16. https://doi.org/10.1371/journal.pone.0169109
Shogren, K. A., Lee, J., & Panko, P. (2017). An examination of the relationship between
postschool outcomes and autonomy, psychological empowerment, and selfrealization. Journal of Special Education, 51(2), 115–124.
https://doi.org/10.1177/0022466916683171

57

IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

Shpiegel, S., & Cascardi, M. (2018). The impact of early childbirth on socioeconomic
outcomes and risk indicators of females transitioning out of foster care. Children &Youth Services Review, 84, 1–8. https://doi.org/10.1016/j.childyouth.2017.11.001
Sokulmez, P., & Ozenoglu, A. (2013). Effects of general health and nutritional status of
pregnant adolescents on newborn health. Journal of Turkish Society of Obstetrics &Gynecology, 11(1), 1–9. https://doi.org/10.5505/tjod.2014.98598
Sycharuen, V., Vongxay, V., Houaboun, S., Thammavongsa, V., Phummavongsa, P.,
Chaleunvong, K., & Durham, J. (2018). Determinants of adolescent pregnancy andaccess to reproductive and sexual health services for married and unmarriedadolescents in rural Lao PDR: A qualitative study. BMC Pregnancy & Childbirth, 18.
https://doi.org/10.1186/s12884-018-1859-1
Tang, S., Davis-Kean, P., Chen, M., & Sexton, H. (2016). Adolescent pregnancy’s
intergenerational effects: Does an adolescent mother’s education have consequences
for her children’s achievement? Journal of Research on Adolescence, 26(1), 180–193.
https://doi.org/10.1111/jora.12182
The National Campaign to Prevent Teen Pregnancy. (2002). Not just another single issue:
Teen pregnancy prevention’s ink to other critical social issues (ED462522). ERIC.
https://files.eric.ed.gov/fulltext/ED462522.pdf
Uengwongsapat, C., Kantaruksa, K., Klunklin, A., & Sansiriphun, N. (2018). Growing into
teen fatherhood: A grounded theory study. International Nursing Review, 65(2), 244–
253. https://doi.org/10.1111/inr.12412
UNESCO-MGIEP. (2017). Rethinking schooling for the 21st centrury. India: Mahatma
Gandhi Institute of Education for Peace and Sustainable Development.
United Nations. (2015). Transforming our world: the 2030 agenda for sustainable
development. https://sdgs.un.org/2030agenda
World Health Organization. (2014). Adolescent pregnancy. https://www.who.int/newsroom/fact-sheets/detail/adolescent-pregnancy
Xavier, C. G., Brown, H. K., & Benoit, A. C. (2018). Teenage pregnancy and long-term
mental health outcomes among Indigenous women in Canada. Archives of Women’s
Mental Health, 21(3), 333–340. https://doi.org/10.1007/s00737-017-0799-5
Yakubu, I., & Salisu, W. J. (2018). Determinants of adolescent pregnancy in sub-SaharanAfrica: A systematic review. Reproductive Health, 18, 1–11.
https://doi.org/10.1186/s12978-018-0460-4
Yussif, A. S., Lassey, A., Ganyaglo, G., Kantelhardt, E., & Keilstein, H. (2017). The longterm effects of adolescent pregnancies in a community in Northern Ghana on
subsequent pregnancies and births of the young mothers. Reproductive Health, 14, 1–
7. https://doi.org/10.1186/s12978-017-0443-x
Corresponding author: Ryan Ray G. Gatbonton
Email: ryan.gatbonton@gmail.com

58