Dysmenorrhea curtails effective academic engagements by female students - insights from a cross-sectional study at a Kenyan University

Abstract

Objective: To assess the impact of dysmenorrhea on academic engagements and identify interventions that students seek to cope with dysmenorrhea.

Design: Descriptive cross-sectional study.

Participants: Female undergraduate students.

Main outcome measures: Prevalence of dysmenorrhea, missing classes, examinations, or inability to engage in social activities.

Results: The prevalence of dysmenorrhea was high (82.4%), and most participants (64.2%) experienced moderate and severe pain that  lasted for up to 2 days with mood changes (70.3%), diarrhoea (50.5%), bloating (55%), and fatigue (58.9%) occurring frequently. Most  participants were unable to engage in physical activities (72.3%), missed classes (61.9%) or had their academic performances affected by  dysmenorrhoea. However, most (90%) participants never missed an exam due to dysmenorrhea. Additionally, almost half of participants  increased doses of medications if symptoms of dysmenorrhea failed to subside.

Conclusion: We recommend health education and  promotional measures to empower female students regarding menstrual health literacy and to sensitize the university community on the  challenges experienced by female students and the support they need for optimum academic engagement.