Abstract:
Background: The majority of adolescents in Africa experience pregnancy, childbirth and enter
motherhood without adequate information about maternal health issues. Information about these
issues could help them reduce their pregnancy related health risks. Existing studies have
concentrated on adolescents' knowledge of other areas of reproductive health, but little is known
about their awareness and knowledge of safe motherhood issues. We sought to bridge this gap by
assessing the knowledge of school pupils regarding safe motherhood in Mtwara Region, Tanzania.
Methods: We used qualitative and quantitative descriptive methods to assess school pupils'
knowledge of safe motherhood and HIV/AIDS in pregnancy. An anonymous questionnaire was used
to assess the knowledge of 135 pupils ranging in age from 9 to 17 years. The pupils were randomly
selected from 3 primary schools. Underlying beliefs and attitudes were assessed through focus
group interviews with 35 school children. Key informant interviews were conducted with six
schoolteachers, two community leaders, and two health staffs.
Results: Knowledge about safe motherhood and other related aspects was generally low. While
67% of pupils could not mention the age at which a girl may be able to conceive, 80% reported it
is safe for a girl to be married before she reaches 18 years. Strikingly, many school pupils believed
that complications during pregnancy and childbirth are due to non-observance of traditions and
taboos during pregnancy. Birth preparedness, important risk factors, danger signs, postpartum care
and vertical transmission of HIV/AIDS and its prevention measures were almost unknown to the
pupils.
Conclusion: Poor knowledge of safe motherhood issues among school pupils in rural Tanzania is
related to lack of effective and coordinated interventions to address reproductive health and
motherhood. For long-term and sustained impact, school children must be provided with
appropriate safe motherhood information as early as possible through innovative school-based
interventions.
