Guidelines for the Education Administration for Young Mothers

Abstract

This research aimed to 1) examine the mythology held by educational institution administrators regarding the right to continue education for pregnant students in accordance with the Act for Prevention and Solution of the Adolescent Pregnancy Problem, B.E.2559, and other relevant laws, and 2) propose guidelines for enhancing the role of educational institution administrators in managing pregnant students to ensure their continued access to education in accordance with the act and other relevant laws. This research employs a qualitative methodology, gathering data from documents, articles, journals, and related studies, as well as conducting in-depth interviews with five groups of key informants: 1) Six educational institution administrators, four pregnant students, 3) four individuals who dropped out due to pregnancy, 4) three family members of pregnant students or former students who dropped out due to pregnancy, and 5) three homeroom teachers or academic counselors—totaling 20 participants. The findings indicated that certain educational institution administrators, instructors, and personnel still hold mythologies about adolescent mothers who are students, resulting in negative actions, such as discriminatory practices, denying opportunities and support, and exerting pressure, or coercing students to transfer or drop out against their consent. However, with shifts in societal attitudes and the collaborative efforts of multiple stakeholders in enforcing the Act for Prevention and Solution of the Adolescent Pregnancy Problem, B.E. 2559, these mythologies have started to change the perceptions of certain educational institution administrators, teachers, and personnel. This shift has led to positive administrative actions, with school administrators implementing a structured approach to managing pregnant students, focusing on three key areas: prevention, problem resolution, and monitoring. Consequently, pregnant students are now able to continue their education at their original schools through flexible and diverse learning models.