A Qualitative Study of the Challenges of the Presence of Girls with Early Marriage in Schools and Its Management

Introduction

Early marriage, defined as formal or informal marital union before the age of 18, represents a major social challenge in many developing countries, including Iran, and is associated with extensive implications for health, education, and social development. International reports indicate that despite a gradual global decline, this phenomenon remains widespread, with millions of girls entering marital life during childhood or early adolescence. In Iran, official statistics similarly reveal that a considerable proportion of registered marriages occur among individuals under 18 years of age, with notably higher prevalence in certain provinces such as East Azarbaijan, Sistan and Baluchestan, and Razavi Khorasan. Early marriage is not only linked to severe physical and psychological health consequences but also exerts profound effects on girls’ educational trajectories and the functioning of the educational system. Numerous studies have demonstrated its association with increased likelihood of school dropout, diminished academic performance, reduced social and economic opportunities, and the reinforcement of intergenerational cycles of poverty. Nevertheless, most domestic research has predominantly focused on the individual, social, or etiological factors underlying early marriage, while the role of educational structures, institutional policies, and systemic responses in addressing this phenomenon has received comparatively limited scholarly attention. In this context, The main objective of this qualitative study is to examine the neglected strategic, operational, and normative dimensions of married students’ presence in girls’ schools in Tabriz and its implications for educational processes, thereby informing policy-oriented strategies to enhance the effectiveness of the educational system in addressing this issue.

Methodology

This study adopted a qualitative approach using thematic analysis. The research focuses on girls’ schools in the city of Tabriz, a region with a relatively high prevalence of early marriage. Data were collected through semi-structured interviews with 11 participants, including principals, vice-principals, teachers, and school counselors from both urban and rural contexts. Purposeful sampling was employed to ensure maximum variation, and interviews continued until theoretical saturation was reached. Data analysis followed Braun and Clarke’s six-phase framework. In total, 68 initial codes were identified and subsequently organized into twelve sub-themes and three overarching themes.

Findings

The analysis uncovered three overarching themes: (1) Regulations and Support Resources; (2) School Functional and Structural Deficiencies; and (3) Social and Normative Factors.

The first overarching theme relates to the role of policies, regulations, and support resources in the emergence and persistence of early marriage. The findings indicate that the absence of effective deterrent laws and the lack of a legal requirement to continue education through the end of secondary school have placed schools in a weak position when confronting this phenomenon. Participants pointed to legal gaps, ambiguities in educational regulations, and inconsistencies between official directives and implementation policies. This situation has created confusion among school administrators and reduced their capacity to intervene effectively in preventing early marriage. In addition, limited institutional and financial support, particularly in rural and marginalized schools, has left schools without the necessary resources to provide supportive services for students at risk. These conditions suggest that without coherent policy-making and adequate institutional support, schools alone are unable to manage the consequences of this phenomenon.

The second overarching theme addresses the structural and functional shortcomings within schools in responding to early marriage. The findings indicate that schools lack clearly defined programs or policies for managing the educational circumstances of married students. In many cases, these students continue their education alongside other students; according to participants, this situation may unintentionally create role modeling and contribute to the transmission of attitudes associated with early marriage among other students. In addition, the shortage of counseling services and psychological support represents another major challenge for schools. Many schools, particularly at the secondary level, lack specialized full time counselors, which limits their capacity to implement preventive interventions. Alongside these challenges, the educational curriculum does not adequately address adolescents’ real needs in relation to life skills and decision making. The physical and environmental conditions of schools, such as deteriorated facilities and non stimulating school environments, also contribute to reduced academic motivation and a heightened risk of school dropout. Such outcomes, in turn, may strengthen the likelihood that students perceive early marriage as an alternative pathway.

The third overarching theme highlights the role of social and normative factors in sustaining early marriage within the school environment. The findings indicate that the presence of married students in schools can gradually lead to the normalization of this phenomenon. The sharing of marital experiences, shifts in dress style and behavior, and conversations related to married life create opportunities for other students to model these behaviors. Moreover, in some cases, the increasing number of married students reduces social sensitivity toward the issue, contributing to changes in the school’s normative climate. The influence of kinship networks and extended family relations, particularly in rural and marginalized areas, also plays a notable role in promoting and reproducing early marriage. In such contexts, early marriage is perceived as a normative and socially accepted practice, thereby intensifying the social pressure on adolescents to conform.

Conclusion

The interpretation of these findings within the framework of social and psychological theories suggests that early marriage emerges through the interaction of institutional structures, cultural norms, and processes of social learning. From the perspective of social learning theory, observing and modeling prevalent behaviors within the social environment can lead to the reproduction of such behaviors among adolescents. In addition, social norms theory indicates that as a behavior becomes more widespread within a community, it may gradually be perceived as an accepted norm, thereby increasing the likelihood of individuals conforming to it. Accordingly, the presence of married students in schools not only has individual-level consequences but may also influence the attitudes and behaviors of other students at the normative level.

Based on the findings of this study, effectively addressing early marriage requires a multilevel and intersectoral approach. Reforming legislation related to the minimum legal age of marriage and strengthening enforcement mechanisms that ensure girls’ continued education through the end of secondary school constitute essential steps in this regard. In addition, enhancing counseling services in schools, revising educational content with an emphasis on life skills training, improving the physical and social conditions of schools, and increasing coordination among policy making institutions represent critical measures for reducing the prevalence of this phenomenon. Community based interventions aimed at transforming cultural norms and increasing families’ awareness can likewise play a significant role in preventing early marriage.

In summary, the findings of this study reveal that early marriage among students is not merely an individual or familial issue but rather a multidimensional and structural phenomenon that directly affects the educational system. Therefore, effective policymaking in this domain necessitates simultaneous attention to legal, institutional, educational, and cultural dimensions. Through the reinforcement of supportive mechanisms and the transformation of social norms, it is possible to mitigate this phenomenon and promote greater educational opportunities for girls.