Exploring the Strategies for Promoting Academic Progression to thePost-Pregnant Students in Ilala District - Tanzania

Abstract

This study explored the strategies that promote academic progression for post-pregnant students in Ilala District, Tanzania. The study employed a qualitative research approach, using a case study design. Data were collected from a purposive sample of 50 participants, including parents, teachers, community leaders, coordinators, and students, through semi-structured interviews, focus group discussions, and observation. The data were analysed thematically. The findings showed that flexible class schedules, online courses, and alternative learning methods are essential to accommodate childcare responsibilities and recovery after childbirth, and on-campus childcare services emerged as pivotal in helping students balance parenting duties with academic studies, alleviating stress and enhancing academic focus. The study concludes that by supporting the aforementioned initiatives with financial aid and healthcare services, institutions can create a supportive environment that empowers post-pregnant students to pursue their educational goals effectively, potentially leading to a brighter future for these students. Therefore, the study recommended adopting comprehensive policies incorporating these measures into the educational system to provide post-pregnant students with ongoing assistance and achievement.