From classroom to cradle: the emotional journey of lactating teen mothers in secondary schools in Tanzania

This study examines the emotional and psychosocial experiences of lactating teen mothers re-integrated into Tanzanian secondary schools under the national re-entry policy. Although the policy promotes educational access, it fails to address the complex realities these mothers face, including stigma, emotional isolation, and institutional neglect. Using a phenomenological approach, the study draws on interviews with 10 lactating mothers and 14 education stakeholders across rural and urban settings. Using Bronfenbrenner’s ecological systems theory, thematic analysis identified four key themes: emotional turmoil, social rejection, institutional unpreparedness, and resilient coping strategies. Despite challenges such as a lack of psychosocial support and breastfeeding accommodations, some mothers relied on faith, maternal motivation, and empathetic relationships for emotional survival. However, these coping strategies remain informal and unsustainable without systemic support. The study proposes the SAFE model (Support, Accommodate, Facilitate, Empower) as a framework for creating emotionally inclusive school environments responsive to the needs of lactating teen mothers.