Objective: Determining the subjective construction of psychosocial factors affecting pregnancy in adolescents in a sample of students.
Methodology: 68 students who had become pregnant during their adolescence were selected after reviewing their files and sampling by logical criteria. The implications of pregnancy on personal, family and academic conditions were analysed by means of life stories and in-depth interviews.
Results: Crises and adjustments appeared in family and affective structure during the first trimester of pregnancy which culminated in them accepting motherhood as part of their life project, thereby reproducing the single-mother stereotype. Accompaniment of the pair occurred mainly during the first months, followed by abandonment. Although prejudiced, the university community's support had a bearing on interest in personal and academic development and in the baby. Specialised referents were consulted which scared the girls due to their pathological emphasis, thereby leading to them consulting family sources. The pregnant girls' mothers provided ongoing support for their daughters; this was not true of the fathers with whom constant conflict was presented. The services offered by the university were little used even though their importance was recognised.
Conclusions: Forming integral students require programmes preparing students to be responsible for motherhood and fatherhood. Prevention was conveyed as promoting healthy affective links and strengthening family and social communication.