2025 Volume 44 Issue 1 Pages 49-59
This study examines the characteristics of a comprehensive support system for adolescent mothers at the Louise Dean Centre (LDC) in Alberta, Canada, using a theoretical framework that integrates the Capability Approach and a justification of paternalism grounded in the protection of future selves. Adolescent pregnancy often results not only in school dropout but also reflects the cumulative disadvantage of poverty, family dysfunction, and social marginalization. In Japan, institutional support for adolescent mothers remains fragile, especially in enabling them to continue education. Against this backdrop, the LDC case is analyzed to identify legitimate forms of intervention through three dimensions: (1) institutional-level interventions that provide convertible resources; (2) individualized interventions that support the conversion of those resources into actual educational functionings; and (3) interventions that directly influence decision-making in crisis situations. The study finds that LDC’s integrated support system—combining education, healthcare, and social work—enhances young mothers’ capabilities by making the dual functions of “becoming a mother” and “receiving an education” attainable. Furthermore, the school’s Teacher Advisor team plays a key role in fostering students’ motivation and commitment through sustained relational engagement. The findings suggest that Japan’s support system should not only provide resources but also build mechanisms to accompany adolescent mothers in their educational and life decision-making processes. This case offers insights into constructing ethically justified interventions that expand capabilities and support achievement without imposing specific choices.
