Teaching and learning support received by teenage mothers during the coronavirus disease lockdown in Makhado Municipality, Vhembe district.

Abstract

Background: In the wake of the Coronavirus disease lockdown, schools, creches and higher education institutions worldwide closed their doors, disrupting teaching and learning. All learners, including teenage mothers were forced to study from home due to a shift from traditional classrooms to online learning platforms, increasing the probability of school dropouts. Home learning became overwhelming to teenage mothers as they had to balance motherhood and learning while studying from home. The sudden shift worsened education inequality, thus negatively impacting the achievement of the Sustainable Development Goal 3; namely, Good Health and Wellbeing since quality education promotes health. Learners from poor provinces such as Limpopo, specifically those living in rural areas such as the Makhado municipality, face obstacles such as poor connectivity and limited access to the internet. Purpose: The purpose of the study, therefore, is to explore and describe teaching and learning support received by teenage mothers during the COVID-19 lockdown in the Vhembe district, Makhado municipality, Limpopo province. Research methodology: The study employed qualitative, participatory action reseach (PAR) through community engagement since the latter is community driven, ensuring that teenage mothers and stakeholders are included in an enquiry that seeks to promote social justice. The participatory arts-based action research created a safe space for the teenage mothers to share their stories. Data were generated from 11 participants through unstructured individual and group interviews. Findings: The study revealed that teenage mothers were supported by families, community members and teachers during the coronavirus school closures and rotational classes. However, the support was not adequate and consistent to promote the continuity of teaching and learning. The teenage mothers were further supported emotionally thus promoting their self-concept. Remote learning has proven to be a challenge to most teenage mothers due to the inaccessibility of online resources. It was difficult for teenage mothers to balance motherhood and learning due to frequent interruptions such as taking care of the baby resulting in poor concentration. Conclusion: The teenage mothers were socially, emotionally and financially supported by their families and some teachers, however, the support provided was insufficient and inconsistent to promote continuity of teaching and learning, resulting in teenage mothers not having access to quality education. Due to the frequent interruptions by crying babies, teenage mothers had difficulty balancing motherhood and learning.