DYSMENORRHEA AMONG UNDERGRADUATE STUDENTS: A CROSS-SECTIONAL STUDY ATKENYATTA UNIVERSITY, NAIROBI-KENYA

Abstract

Objectives: Dysmenorrhea is reported globally as a major public health concern among menstruating women. It remains a leading gynecological issue in students; however, it is underexplored in low-middle income countries. This study explored the prevalence of dysmenorrhea and associated factors on severity, academic activities, and the coping mechanisms applied including the reproductive health services accessed among undergraduate students at a public university in Kenya.

Methods: A mixed-method study was conducted among female undergraduate students at Kenyatta University between October 2024 and March 2025. Participants completed a structured questionnaire and further exploration was conducted in focus group discussions. Quantitative data were analyzed in R(version 4.5.1) using descriptive statistics and chi-square tests at a 5% significance level, while qualitative data underwent thematic analysis using NVivo software (version 14) to explore experiences and coping strategies related to dysmenorrhea.

Results: One hundred and fifty-seven participants completed the qualitative questionnaire. Approximately 143/157 (91.1%) [95% CI: 85.59%–94.61%] of the participants reported that they experienced dysmenorrhea which also negatively affected their academic activities. 92/157(58.6%) of those experiencing dysmenorrhea reported to use over-the-counter (OTC) medication to manage their symptoms. Non-pharmacological coping methods reported by the participants to manage dysmenorrhea included relaxation 32/65(33.5%), heat therapy 21/65(27.0%), and exercise 12/65(19.3%). 41/157(29.6%) attest to access reproductive health services with a few numbers of students (23/41-12.7%) relied on the university health-unit as the main access to reproductive health services to manage dysmenorrhea.

Conclusion: Dysmenorrhea is very common among university students with a significant impact on academic activities that potentially affects their quality of life. Therefore, improving menstrual health education and active on-campus support services will foster supportive learning environments among undergraduates experiencing dysmenorrhea in this population.