FOSTERING INCLUSIVITY IN EDUCATION FOR PREGNANT LEARNERS: A PERSPECTIVE ANCHORED IN HUMAN RIGHTS

Abstract

Purpose of the article was to examine the way schools foster inclusivity of pregnant learners in schools. Teenage pregnancies represent a significant challenge in South African schools, with many adolescents experiencing pregnancy at alarmingly young ages. Utilizing a qualitative approach with exploratory description, the research involved conducting face-to-face interviews with school principals. These interviews utilized semi-structured questions to guide discussions with principals responsible for overseeing the enrollment of pregnant learners. In a rights-based society, denying education to young girls experiencing early pregnancy runs counter to constitutional and legislative provisions, including the Schools Act of 1996. However, despite these legal protections, some girls continue to face stigma and exclusion from schools due to early pregnancy, leading to disproportionately high dropout rates among teenagers. Addressing teenage pregnancy effectively requires proactive involvement from school principals and schools governing bodies. To address these challenges, schools need standardized guidelines to respond to early pregnancy situations. Such guidelines are crucial to ensure that learners' right to education is upheld uniformly and optimally, while also addressing their healthcare and support needs. By implementing these guidelines, schools can create a conducive learning environment that supports pregnant learners in achieving their educational goals while navigating the complexities of pregnancy and adolescence.