Fostering Positive Outcomes Among Minnesota Teen Mothers Using a School-Based Model

Background. We examined the effectiveness of a school-based model for fostering academic progress, delaying a repeat birth, and keeping children fully immunized among adolescent mothers eligible for or receiving public assistance. Key components of the model include intensive case management, on-site childcare, parent education classes, an on-site county public assistance office, as well as a full academic program.

Methods. Between 2007-2010, we collected written self-report baseline and 12-month follow-up data from 2 cohorts of adolescents attending the intervention school (n=115) and a comparison group (n=64), and, obtained data from case managers and the county. Data included measures related to school progress, reproductive, and child health.

Results. Multivariate analyses controlling for age and race, demonstrated positive outcomes for intervention subjects. Compared to comparison participants, intervention participants were more likely to: report feeling extremely sure about preventing another pregnancy p<0.05); have their child in licensed child care (indicator of full immunization) (p<0.01); be in school or GED program (p=0.10); report it extremely important to graduate school (p<0.01); report being extremely sure they could pursue postsecondary education (p=0.06); and report feeling connected to school (p=0.07). Further, data supplied by case managers and the county showed that 8% of intervention subjects were found to have experienced a repeat birth compared to 27% of teens in the city where the intervention school is located.

Conclusions. These findings demonstrate that the school-based model used at the intervention school holds promise in having a positive impact on the lives of young mothers and their children.