Abstract
This research investigates the application of Trauma-Informed Care (TIC) methodologies aimed at assisting teenage mothers in township schools located in the Ekurhuleni South District of Gauteng, South Africa. Teenage pregnancy remains a considerable social and educational issue that frequently subjects young mothers to trauma, stigma, and emotional turmoil, consequently hindering their academic advancement and overall well-being. The study aimed to understand how educators view and implement trauma-informed approaches to support these students, as well as to identify the systemic enhancements required to strengthen such support.
The research employed a qualitative methodology grounded in an interpretivist framework, enabling a comprehensive exploration of the lived experiences and perspectives of teachers. Data collection was conducted through semi-structured interviews and a focus group discussion involving eleven Life Orientation teachers, all of whom are African and work for the GDE. The interpretation of the data was guided by Braun and Clarke’s six-phase thematic analysis.
The research findings indicated that although educators exhibited empathy and a readiness to support teenage mothers, educational institutions predominantly lack organized trauma-informed policies or ongoing psychosocial support frameworks. Assistance is still disjointed and reliant on transient external programs. Educators recognized the necessity for training, enhanced collaboration among schools, parents, and the community, as well as reliable access to professional services, such as social workers and counsellors. The study concludes that successful TIC necessitates a coordinated, compassionate, and multi-sectoral strategy that fosters healing, inclusion, and academic continuity for teenage mothers in township schools.