Share WomenDeserveBetter.com with your students and staff (especially pregnant women, expectant fathers, parents and birthmothers) who are in need or who serve others via your website. Educate pregnant women, expectant fathers, and parents about how to establish paternity and child support and if he is unwilling, what she needs to know. Establish one department to serve as a central point on campus, (most likely the health center, counseling department, or student affairs) to assist pregnant women, expectant fathers, and birthmothers. Educate administrators, faculty, staff, and students an ongoing and annual effort about policies, resources, and support.

Treating School Kids Differently Based on Sex = Discrimination

Parenting students in Texas are now entitled to priority registration. What’s more, beginning this fall semester, Texas student parents will be entitled to priority registration. Students talked about better equipping Resident Assistants with resources and creating an accessible webpage with local childcare options. This event was particularly unique because both pro-life and pro-choice students attended. Representatives from the local family housing, a representative from the school Counseling Services, and a representative from Marymount’s Accessibility Services joined together for a panel on what resources exist already.

Model Campus Policy

A different participatory approach used stakeholder reflections on a social network analysis of providers in the community to help understand the relationships between partners, including the number and diversity of organizations connected to one another and the intensity of those relationships (Purington et al. 2020a, this issue; Varda et al. 2008). The method allowed stakeholders to describe their perspectives on what the program achieved in communities, explain different perspectives, and reflect together to develop a shared narrative through a systematic, facilitated process. Similarly, two articles about systems-level approaches describe how improved partnerships among community providers helped communities (1) gain additional grant funds (Workman and Browder 2020, this issue) and (2) institutionalize policies and procedures for service coordination that could last even after funding ended (Purington 2020a, this issue). Building partnerships with other organizations also supported sustainability (Warner et al. 2020, this issue). Similarly, a case study of college-based student parent centers that were sustained after PAF funding ended showed the grantee set up a sustainability committee that prepared a sustainability plan early in the grant process (Amenumey et al. 2020, this issue). Grantees found it useful to begin planning for sustainability early to sustain aspects of their program after PAF funding ended (Warner et al. 2020, this issue).

• 6914, the Pregnant Students’ Rights Act—a thinly veiled anti-abortion law which would not address the key barriers to pregnant students’ educational attainment, and instead would further shame and stigmatize people for their pregnancy outcomes.
• We encourage you to use this resource page to find community and campus resources available to you.
• What do you do if a student tells you they’re pregnant?
• Some of these schools, such as Pathways Academy in Detroit, provide education to their students through online courses rather than through a more traditional classroom setting (Einhorn, 2015).

Pregnant and Parenting Students: A Policy Brief

Given the historically low rates of teen pregnancy today, it is unclear whether the benefits of running alternative schools for pregnant students are worth the added expenditures. According to the NWLC’s study, pregnant and parenting teenagers in many schools are https://www.roberts.edu/wellness-center/crisis-and-community-resources/ expelled, barred from school activities, and penalized for pregnancy-related absences. Many schools provide programs that focus on preventing teen pregnancy in the first place.

For New Heights, staff from community-based organizations were invited to conduct lunchtime workshops on topics such as contraception, parenting, and child development at least 3 times a week. Expectant and parenting teens have complex and interconnected needs (Pinzon and Jones 2012; Savio Beers and Hollo 2009). A key lesson drawn from these studies is that program developers and supervisors should incorporate guidance on how and when programs can be flexible while maintaining fidelity to what they consider as core components. Schools have flexibility to determine which additional services to provide based on their context and available services within their districts (Aufrichtig et al. 2020, this issue). Finally, consistent with other research (Corcoran and Pillai 2007), the systematic review found programs reduced repeat pregnancies or births, particularly rapid repeat pregnancies or births that occurred within 24 months of prior births (Harding et al. 2020, this issue).