Parent–Teacher Collaboration and Its Influence on Teenage Pregnancy Prevention Among School-Going Adolescents: A Case of Public Primary Schools in Ngong Sub-County, Kajiado County

Teenage pregnancy is now a global pandemic and interferes with the socio-economic development of children. It prevents girls from accessing education not only in high school but also in primary school in most countries worldwide. Although several interventions have been put in place to address the challenge of teenage pregnancy among primary school pupils, this problem continues to be witnessed in Kenya among school-going children, particularly in Kajiado County. This study examined the extent to which parent–teacher collaboration influences teenage pregnancy prevention among school-going adolescents in public primary schools in Ngong Sub-County, Kajiado County, Kenya. Social learning theory, family systems theory, and attachment theory are utilized. The study used a descriptive research design. A total of 7,400 respondents constituted the target population for this study. Purposive sampling techniques and stratified random sampling techniques were used to select a sample of 379 respondents. Questionnaires and an interview guide were used as data collection instruments. Quantitative data were analyzed using descriptive statistics and regression analysis. Qualitative data obtained from interviews were analyzed using thematic analysis. Sex education was identified as a key preventive strategy, explaining 64.2% of the variance in teenage pregnancy prevention. Parent–teacher collaboration and parent–child communication showed even stronger influence, accounting for 69% and 69.2% respectively. Overall, regression results confirm that strengthening sex education, school–family partnerships, and open family communication through integrated approaches is critical to reducing teenage pregnancy in public primary schools. The findings benefit stakeholders in the education sector and policymakers in shaping interventions on teenage pregnancies.