The main objectives of the study were to establish the effectiveness of the re-entry policy of girls who fall pregnant, investigate if this Policy is in line with the aims of Secondary School education and the general aims and objectives of education in Zambia and to find out what can be done to make the policy relevant.

This study is significant as it brings to fore the effectiveness of the re-entry policy of girls who fall pregnant in Secondary Schools with the major focus on how they behave when re-admitted. It is also relevant as it develops recommendations that may be useful in the contest to increase girl child retention and best approaches in the execution of this policy in the country and elsewhere where the similar policy had been implemented.

The study employed qualitative and quantitative research methods to focus on the meaning that girl pupilsmake of their lives, their experiences, and their environment. The main research instruments were a selfadministered questionnaire and face to face interview.

The findings show that the re-entry policy was effective in terms of retention of girls who fall pregnant in aspects of re-admission, progression, completion though there had been challenges in terms performance, high achievement and behaviour. The study concluded that although the policy was effective in areas of readmitting girls and ensuring their completion of education a lot needed to be done in terms of moral uprightness and excellence among young mothers especially on the aspect of deterring others from becoming pregnant and behaving well in school when they re-enter. The study further concluded that the girls who fell pregnant might not need to join the conventional schools but join the adult education structures of education. Recommendations included, the need for increased sensitisation to effectively deal with misconceptions that the Re-entry policy promotes promiscuity among young girls by promoting the benefits of the policy on both the individual and improving ability of girls to progress to higher levels of education, make available guidance and counselling services to girls on life matters; schools to take the policy seriously, ensure that learners have a strong relationship with at least one adult in the school, , improve the communication between parents and schools, increased supervision in school and more class room discipline, teacher reorientation and training to handle issues of pregnancy and re-entry policy and adult education, empowering of vulnerable families through community initiatives, as well as additional supports and adult advocates.