www.ij-psychol.org International Journal of Advances in Psychology (IJAP) Volume 3 Issue 3, August 2014 doi: 10.14355/ijap.2014.0303.04 94 The Main Challenges Student Mothers Experience to Manage Their Dual Roles Simon Taukeni University of Namibia Department of Educational Psychology and Inclusive Education, Namibia * staukeni@unam.na Received Mar 24, 2014; Accepted May 16, 2014; Published Jun 18, 2014 © 2014 Science and Engineering Publishing Company Abstract This qualitative research draws on phenomenological experiences of five single student mothers studying at Hifikepunye Pohamba campus of the University of Namibia. Semi-structured interviews were conducted to collect data. The data was analysed thematically. Results show that the main common challenge among the participating student mothers is the lack of time to manage studying and parenting roles. Other challenges include: being angry, loneliness, drowsy, restless, skipping lectures, failing some modules and failing to write the first opportunity examination. Recommendations include the need for student mothers support group on campus to alleviate isolation and some stress associated with playing in both studying and parenting roles. Keywords Mothers; Challenges; Studying; Lack of Time; Dual Roles Introduction The enrolment of female students at tertiary institutions in Namibia has been reported to be higher after the country’s independence in 1990. This predominantly consists of mothers returning to school or starting the university late, there are also growing numbers of student mothers who gave birth either in high school or during their studies (Ricco & McCollum cited in Ricco, McCollum & Schuyten, 2003). However, this study only focused on single student who became mothers during their study at the University of Namibia. Before the country’s independence in 1990, there were many barriers that prevented mothers and girl child from being educated. Among those barriers was the teenager pregnancy where majority of female students could not continue their education due to teenager pregnancy. In 2001, the Ministry of Basic Education, Sport and Culture approved a Teenage Pregnancy Policy. The aim of the policy was to allow female students to continue their education after leaving school due to pregnancy (Shaningwa, 2007). The policy states that a girl who becomes pregnant is allowed to be in school until such time as she is about to deliver. After delivery, she must stay at home for twelve months to take care of the baby , after which she can resume her studies (Ministry of Basic Education, Sport & Culture, 2001). Not only that, Namibia has also a policy on Inclusive Education in place to promote equal opportunities and access to education for all (Ministry of Education & Culture, 1993). Namibia is one of the signatories to the Salamanca Statement which strives to ensure equal opportunity for all people of the world. The Salamanca Statement on inclusive education called on governments world-wide to provide a more inclusive education system that is underpinned by an ideological position based on recognition that all pupils should have a fundamental right and equal opportunity to experience education in mainstream schools (UNESCO cited in Haycock & Smith, 2011). Although inclusive education and teenage pregnancy policies are most often written about for primary and secondary school levels of education in Namibia, the author notes that inclusive education philosophy is part of the University of Namibia policies and guidelines as well. For instance, it was stated in the university prospectus of 2012 that students who requested absence from classes/tests for the purpose of delivery, must apply beforehand (application form obtainable from the Office of the Registrar), and provide a medical certificate, signed by a Medical Practitioner, indicating the expected date of delivery (University of Namibia, UNAM, 2012). It was further stated that students would be expected to attend classes two weeks prior and after the date of delivery (University of Namibia, UNAM, 2012). This is a demonstration from the side of the University of Namibia to promote true access for students with