• Chanda Chansa Thelma
• Edwin Vinandi Phiri
• Enock Mutepuka

The study was conducted in order to establish the impact of Re-entry Policy Implementation for school girls. Zambia is one of the countries in the Sub-Sahara Africa that has an established Re-Entry Policy. The policy was declared in 1997 and requires all schools to grant girls maternity leave and readmit them to facilitate girls' education and aims to prevent the exclusion of young mothers from furthering their studies. The Conditions on the re-entry policy in Zambia are that; schoolgirls are supposed to get maternity leave and teenage mothers are supposed to re-enter six months after childbirth; teenage mothers are given two chances to re-enter. The aim was to create academically healthy learning institutions in which both girls and boys are free. The study adopted a mixed methods approach which is a combination of quantitative and qualitative data. The sample involved a total of 100 respondents which included; 1 officer from DEBS office, 4 head teachers, 16 teachers, 15 members of the community and 64 pupils. The respondents were obtained through purposive and simple random sampling. Data was obtained through interviews and questionnaires from the selected secondary schools. Data analysis consisted of content analysis of the interview responses and item analysis of the questionnaire responses. Data generated from the questionnaires was analyzed manually by using the Statistical Package for Social Sciences (version 26) and Microsoft Excel (version 16) to come up with frequency tables, pie charts and bar graphs. The findings indicated that the Re-Entry Policy has helped reduce gender discrepancies in terms of equity in education. The paper also reviewed that most re-entered girls their performance become poor especially in some subjects like English, Mathematics and Science. Additionally, the findings indicate that stigma, role conflict, lack of parental support and low self-esteem affected most of the girls under this study.

Academic Performance, Education, Equity, Implementation, Policy and Teen-mother.

"Impact of Re-Entry Policy Implementation on the Academic Performance of Learners: A Case of Selected Secondary Schools in Lusaka District, Zambia.", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 8, page no.d471-d479, August-2023, Available :http://www.jetir.org/papers/JETIR2308360.pdf

"Impact of Re-Entry Policy Implementation on the Academic Performance of Learners: A Case of Selected Secondary Schools in Lusaka District, Zambia.", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 8, page no. ppd471-d479, August-2023, Available at : http://www.jetir.org/papers/JETIR2308360.pdf