"Clearing them for learning": exploring the critical factors for success in school-based young mothers' education programs

The importance of (re) engaging young pregnant and parenting students with education has been well documented over the past 20 years (Arai, 2009a; Boulden, 2001; Daguerre & Native, 2006; Kelly, 2000; Luker, 1996; Luttrell, 2003; Musick, 1993; Phoenix & Wollett, 1991; Pillow, 2004). This study explores the complexities, challenges and policy tensions of supporting young mothers in their (re) engagement with education and/or training. There is limited research available in Australia on the quality of school-based education programs for young mothers. While teenage/young mothering is a frequently, albeit often narrowly, studied topic, most of the research that is performed in this area is based within the psycho-medical and social welfare disciplines. This thesis sets out to inform education policy frameworks that aim to improve educational outcomes for young mothers through school-based programs.