Identity and social interaction of students with teenage mothers in a small primary school

Abstract

This research aimed to study the identity and social interaction of students with teenage mothers in a small primary school. The qualitative research was conducted using a phenomenological method. The target group was 3 parents of students with teenage mothers and 2 homeroom teachers of students with teenage mothers. Data were collected through in-depth interviews and analyzed using content analysis. The results showed that students’ identities were derived from their upbringing and family environment, which affected children’s identity development. Family stability and learning support from parents provided stability to children’s identities and enabled them to adapt in society. Students’ social interactions were derived from family factors, and upbringing played an important role in social behavior and adaptation in social situations. The results of the research concluded that family factors and upbringing were important factors that influenced children’s development of social identity and behavior. Families with stability and close support tended to help build good identities and appropriate social adaptation, while families with problems or lack of care resulted in children having confused identities and problems in social interaction.