Teenage Pregnancy and Parenting: High School Considerations, Challenges and Opportunities

A significant factor in marking the end of a student’s dreams of high school graduation and future aspirations is becoming a pregnant or parenting teen in high school. In 2017, women aged 15-19 had a birth rate of 18.8 babies per 1,000 women; that is 194,377 babies born to women in this age group in the United States (Reproductive Health: Teen Pregnancy, 2019). Creating pathways and strategies in high schools specifically devoted to supporting the intellectual growth and employability of teenage parents are vital to the self-sufficiency and developmental outcomes for pregnant and parenting teens. By exploring and responding to various factors such as the student populations and their unique needs, various ethnic, cultural, socioeconomic factors, and the individual’s aspirations, increases in high school graduation/GED completion.

While all high-school students can benefit from academic development in some form, there are specific underserved high-school populations for which academic enrichment may be most effective. The demographic which this paper aims to benefit is high school students who are pregnant or teenage parents. One necessary clarification is that this paper is limited to students intending to graduate high school or earn a GED equivalent. While the decision of a parent to take care of their child full time is both acceptable and admirable, the academic development information offered in this paper may not be entirely relevant to them.

Subgroups exist within high-school-aged parents, even though they may not be immediately apparent. Most obvious would be the single mother, a female student who has already given birth to her child and is nurturing it without the aid of a partner. Conversely, exists the single father, who, like the single mother, is caring for the child on their own. Adolescent parents have common concerns between them. For example, many social consequences come into play, such as judgment from peers, loss of personal identity, and disapproval from parents. At this age, social connections are especially meaningful in high school students’ lives, and their loss can prove to be detrimental. Also, emotional problems can arise, such as anxiety, depression, or even drug and alcohol abuse (Kotwal & Prabhakar, 2009). Those in this situation may be unsure of how to effectively manage personal stress and responsibilities and may be overwhelmed by the social, psychological, and financial challenges before them. Finally, there is the potential loss of educational opportunities, such as being able to complete high school, let alone apply for, attend, or even afford higher education. The birth of a child brings about substantial changes in individuals’ lives, and these changes have an even more significant impact on those who may not be fully prepared for them.

The academic obligations of being a student and the duties of being a parent are both challenging in their regard. However, for high school-aged parents, the combination of responsibilities from both of these groups can be nearly unmanageable. Many individuals may feel they need to make compromises in order to cope with the stress of their situation. For example, this could be in the form of either dropping out of school or giving the child up for adoption. The support strategies and resources presented in this paper are intended to help those individuals, so they do not have to choose between education and parental responsibility.

In developing effective strategies to support this vulnerable population, it is crucial to recognize the cultural, ethical, socio-economical, and cognitive factors that impact the situation.

There are numerous factors that contribute to teen pregnancy and adolescent parenting: unsupportive or unhealthy home life, lack of reproductive education, high risk behaviors like experimentation with drugs and alcohol and unprotected intercourse, inadequate or inconsistent birth control, peer pressure, stress or depression, glamorization of pregnancy in the media, sexual violence and more (Pflugradt, 2019). For example, in homes where grandparents are the primary caregivers, teenagers may not be able to talk openly about safe sex or birth control or other sensitive subjects in their homes (Manlove). Teenagers who have unstable family situations are more likely to engage in early sexual activities. Conversely, studies have shown that a family with two involved parents presents a lower teenage pregnancy rate among White and Black families in the United States (Manlove). Family trauma can also contribute to teenage pregnancy; a study conducted by Aparicio et al. (2018) found that many teenage mothers leave home due to “physical and sexual abuse, strained relationships, addiction of a family member, and parental neglect.” Compounding these unfortunate situations, the victims of neglect and abuse often mistrust adults and authority figures, such as school personnel and medical professionals (Aparicio et al. 2018).

Low socioeconomic status (SES) among minority populations also results in a higher rate of teenage childbearing (Penman-Aguilar et al., 2013). Other characteristics influence teen pregnancy rates; for example, some Asian American families are reluctant to talk about sex and are more reluctant to seek professional sexual and reproductive care. In addition, the pregnancy rate among homeless teenagers is over fifty percent (Aparicio et al., 2018). Statistically speaking, Black Americans are sexually active earlier than other racial groups in America (Manlove et al., 2013). Another important consideration in teenage pregnancy and parenting are religious factors. It is important to be respectful of all students, as their beliefs may be unknown or unfamiliar. For example, unlike western culture, teen pregnancy in Islamic culture is encouraged. In this example, both teenagers should be married; if not, the child would be treated as an illegitimate child (Jamaluddin 2013).

Family support plays a vital role in a childbearing teenager's life. For many, being a pregnant teen in itself is stressful enough, let alone a pregnant teen with no support at home. Teenage parents are more likely to have decreased connections with their families and lack peer support. Their futures may no longer be as bright as they once were, and these students need to have a community to fall back on. These added stresses more often than not lead to frustration, depression, and anxiety, all of which impact the teenager's ability to focus on their well-being.

Regardless of the cultural and socioeconomic factors that contribute to teen pregnancy in America, it is essential to explore effective pathways to high school completion (or equivalent) to combat some of the common adverse outcomes. These pathways may include, but are not limited to: the teen being less likely to complete high school, a perpetual cycle of poverty, dependence on welfare, single parenthood, limited income and lower lifelong earning potential, higher likelihood to neglect or abuse the child, social isolation, and mental health disorders such as substance abuse and postpartum depression (Hodgkinson, Beers, Southammakosane, & Lewin, 2014). By providing a comprehensive and essential network of support to this vulnerable population, the all too frequent loss of educational and employment opportunities for pregnant and parenting adolescents may be minimized. Statistically, approximately 50% of teen mothers earn a high school diploma by age 22, compared to 90% of young women who do not give birth during the teen years ('Americans at Age 31: Labor Market Activity, Education and Partner Status Summary', 2018). Not surprisingly, a survey supported by the Bill and Melinda Gates Foundation found that a third of the young women surveyed reported that becoming a parent played a major role in their decision to leave school (Bridgeland, Diluilo, and Morison, 2006). Teen parents, like other disadvantaged students, face many obstacles to completing high school: undiagnosed learning disabilities, inadequate academic preparation, low GPAs, and low expectations. Some additional difficulties unique to their circumstances include affordable, high-quality childcare, financial support, emotional backing, stigma and discrimination, reliable transportation, competing obligations, and simply having the time and energy to devote to academics while caring for a baby or small child.

The evidence is clear that education, whether it be a high school diploma, GED, technical training, college degrees, or beyond, successful outcomes parallel the academic path of teen parents. Several diverse programs have been implemented in various communities with different degrees of success. However, the most effective plans take a comprehensive approach, sometimes referred to as “wrap-around services,” by providing academic instruction, homebound instruction as needed, onsite childcare, dual enrollment courses, bridge programs to ease transition into college, a focus on the humanities, proactive outreach like conferences and workshops, scholarships, mentorships, one-to-one support, and housing or residential programs (Van Pelt, 2012).

According to the Center for Assessment and Policy Development (CAPD), many stand-alone schools provide support services to pregnant and parenting teens such as childcare, parenting classes, and links to social services. However, these separate schools sometimes offer fewer educational options compared to those offered in comprehensive high schools (Stephens, Wolf, and Batten 1999). To improve outcomes for teen parents, the educational services and opportunities must match, or exceed, traditional schools.

Simpson Academy for Young Women, the only Chicago public school, dedicated to parenting and pregnant teenage girls, is a powerful example of how providing a comprehensive, holistic range of support services can improve outcomes. According to Emily Cambry, a social worker at Simpson Academy, the most critical aspect of social work that keeps teen mothers in school is “engaging and connecting with the students while maintaining a nonjudgmental attitude. When students feel the environment is supportive, they are more motivated to attend school, seek out services, and consider the social worker as yet another expert in the building with whom they can connect,” she says (Van Pelt, 2012). At Simpson Academy, staff focus on “addressing the social and emotional learning needs of students, including identifying their strengths and goals, discussing the importance of completing their secondary school education, and identifying a career path that will maximize their ability to function independently as a young parent.” Yoga is offered to meet health education requirements and help students deal with the mental and physical stress of pregnancy and parenting (Van Pelt, 2012). Teen mothers often suffer from low self-esteem and feelings of isolation, feeling left out from typical high school activities. To address this problem, and to encourage attendance, Simpson Academy holds a prom, homecoming, and special senior class activities to provide teen parents with the full high school experience.

As evidence has shown, a holistic, multi-tiered system of support (MTSS) for pregnant and teenage parents can reduce the high school dropout rate and improve educational attainment. With those goals in mind, some lesson plans have been developed to challenge some of the many obstacles confronting pregnant teens. Teaching empathy regarding teenage pregnancy can improve the culture of the learning community and reduce the feelings of stigma and isolation experienced by many pregnant teens, and ultimately keep them in school. For high-school aged parents or pregnant teens who still want to complete high school, they may be unsure of how to balance raising a child while doing so. An interactive and informative lesson plan illustrating the varied access to online courses, flexible scheduling, and other academic/support services will empower students to make informed decisions about their ability to earn their high school diploma or GED. By informing this demographic about the educational opportunities still available to them, it may engender a renewed sense of confidence and determination. Along those lines, a key component to successful outcomes for this population is to demonstrate the ability to use goal-setting skills to enhance self-confidence. Self-esteem plays a huge role in the choices and decisions people make, which is why it is vital to encourage self-worth and confidence. Similarly, stress is a common factor among students, and even more so with childbearing teenagers. They are not only stressed about schoolwork, but also social discrimination, physical illness and disconnection from their own family members. One lesson plan will focus on stress management for pregnant and parenting teenagers. By understanding the various stressors and different methods of handling stressful situations. Students should be better equipped to identify the stressors in their living environments and cope more effectively. This curriculum is designed to increase the rate of high school completion by pregnant and teenage parents. By gathering real-time data from the participants after the presentation (Likert Scale self-assessments, for example), the data will indicate whether the lesson plans were effective in improving empathy, self-esteem and coping skills, and increasing knowledge about academic options for pregnant and parenting teens. The intent is to empower these at-risk students, reducing the likelihood of student dropouts and improving educational attainment.

Given that every year, there are approximately 750,000 teen pregnancies and 400,000 teen births in the United States, we, as a society must encourage, prepare and support pregnant and parenting teens so that they are able to both raise their children and continue their education, develop academically and become successful, responsible members of their communities (Bridges & Hrin, 2011). Both stand-alone and mainstream schools must offer high-quality academics and comprehensive support services to pregnant teens and adolescent parents, not only to assist this vulnerable population, but to interrupt the cycle of poverty and dysfunction affecting so many.

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