Stigma, discrimination and educational exclusion among pregnant and parenting adolescent girls in Kinshasa, Democratic Republic of Congo: A qualitative study

Background Adolescent pregnancy is a common driver of school dropout for girls in sub-Saharan Africa. The Democratic Republic of Congo (DRC) has no formal policy excluding pregnant students, yet minimal research has documented how pregnant and/or parenting girls experience schooling, and the barriers to educational continuity they may face. This study explored the educational trajectories of pregnant and parenting adolescent girls in Kinshasa, from pregnancy discovery through dropout, re-entry, and future aspirations. Methods This qualitative study draws on 20 in-depth interviews and one focus group discussion with pregnant and/or parenting adolescent girls in Kinshasa. We collected data in 2025 using school- and community-based recruitment. Interviews and focus groups took place in French and Lingala, and were audio-recorded, transcribed, and analyzed for content and themes. Participation in the study was voluntary, and participants were free to withdraw their consent at any time. Results Although no participant reported being formally expelled, most participants who were enrolled in school when they became pregnant described interrupting their education during pregnancy. Participants attributed this interruption to interconnected experiences and expectations of shame, peer mockery, anticipated rejection, discrimination by teachers, family withdrawal of support, and the practical demands of pregnancy and parenting. However, among most participants, the desire to resume their education was strong. Girls' recommendations for improving inclusivity of schools for pregnant and parenting adolescents included guaranteed readmission, support with school fees and childcare, vocational training centres, and protection from discriminatory treatment by school staff. Conclusions Among participants in this study, pregnancy was associated with educational interruption through interconnected processes of stigma, discrimination, withdrawal of family support, and practical barriers to continuing or returning to school. These findings highlight the need for school- and community-based interventions to improve safety and support systems for pregnant and parenting girls, so that schools can be places of inclusion and safety, rather than discrimination and fear. Interventions that address and sensitize parents and caregivers are also warranted to better protect pregnant and parenting adolescents.