Published on 2026-05-11 by Livinia Kaunda
In international education spaces, Western models of policy and practice are often presented as model solutions to social as well as educational challenges, including the issue of teen pregnancy and adolescent motherhood. This Western-centrism is characterized by Western nations being in the forefront of knowledge production and transmission while assuming superiority over non-Western countries. International development initiatives and policy recommendations that are often developed in high-income contexts are often exported to the global south and labeled as best practices. However, this ignores stark differences in the economy, as well as socio-cultural and historical factors in non-Western regions like Sub-Saharan Africa (SSA).
Adolescent Motherhood, Schooling, and Policies in High Income Contexts
As a PhD student in Educational Policy and Leadership researching the educational support and schooling of adolescent mothers in Malawi, I reviewed studies of adolescent pregnancy in Western countries which are often presented as best practice for non-Western nations. England is one example that is often presented as a model of best practices and policy recommendations for African countries. In England and Wales, the adolescent pregnancy rate was halved from 30.9 per 1000 pregnancies in 2011 to 13.2 per 1000 pregnancies in 2021. This is linked to the increase of abortions in women under the age of 18 from 48.8% in 2011 to 53.3% in 2021. In addition, policies aimed at preventing unplanned teenage pregnancy and encouraging healthy relationships in young people focused on providing easy access to contraception, teaching them to delay sex until they are ready, and holding sex education in high-risk districts. Adolescent pregnancy is not unique to developing nations- Western countries are also grappling with the issue, albeit on a different scale as compared to SSA countries.
Educational scholars argue that social networks between adolescent mothers and their teachers, guidance counselors, school administrators, school-based nurses, and social workers play an important role as nonparental adult figures in their lives. In a study on Latina mothering students in an urban school in Texas, the teachers perceived that their role was beyond teaching in class. Rather, teachers “also saw themselves as mentors, advisors, resources, and even extended family members to students … they made space to listen to personal problems and provided resources for how students can best address the issues they face at home, with family, or with romantic partners”.
In addition to supportive social networks, alternative or nontraditional schools have also served as support structures for adolescent mothers. Alternative schools serve as safe spaces where pregnant students and adolescent mothers are less prone to peer stigma and isolation. Additionally, free childcare structures available in alternative schools, which ease childcare concerns for adolescent mothers, have contributed to the academic success of adolescent mothers in alternative schools. Early Head Start (EHS), a free childcare program in the USA, was created in 1995 to serve economically challenged children under three years and pregnant women. Although the program was not originally designed to meet the needs of adolescent mothers, data in 2006 showed that 20% of participants were teenage parents.
When Contexts Clash: Policies Designed Elsewhere, Implemented Here
One major issue of these western models of support is that they emerge from places where the discourse and frameworks surrounding gender and education are well institutionalized. In comparison, SSA nations are still navigating traditional and cultural norms, religious philosophies, colonial based systems of education, and high poverty levels. When all of these factors are combined, they cast a shadow on policy implementation supporting pregnant students and adolescent mothers. It is unrealistic for high-income western countries to export their best practices to SSA nations, expecting them to develop support programs for adolescent mothers like EHS or monthly grants from the government, as this may not translate meaningfully in a rural Malawian context where schools struggle to provide students with basic infrastructure and resources such as desks, blackboards, and school lunch. Therefore, borrowing from western models of policy and practice, if not carefully contextualized, can lead to poor implementation outcomes and fail to fit the local context, which can ultimately result in superficial solutions in sub–Saharan Africa.
The views, thoughts and opinions expressed in this blog are the author’s only and do not reflect an official position of the University of Minnesota, the Human Rights Program, or the College of Liberal Arts. As an institution of higher education that values and promotes free speech, civil discourse, and human rights, we welcome a variety of perspectives and opinions from our student contributors that are consistent with these values.
Livinia Kaunda is a PhD candidate in Educational Policy and Leadership at the College of Education and Human Development at the University of Minnesota. Her research examines the intersection of educational policy and educators’ support of adolescent mothers in Sub-Saharan Africa and Malawi. She is especially interested in how locally grounded support systems, precisely teachers, caregivers, and community members can be included in policy dialogue and be leveraged to improve educational access and success for adolescent mothers. She has over 10 years of experience in education, including teaching in Beijing, China, and currently serves as a graduate instructor at the University of Minnesota.