The impact of dysmenorrhea on academic performance and coping strategies: lived experiences of female students in Ethiopian public universities.

Background: Dysmenorrhea is a prevalent condition affecting a significant number of women globally. In Ethiopia, the intersection of cultural beliefs, limited health education, and resource availability may exacerbate challenges such as absenteeism and decreased academic performance among female students facing this condition. Understanding the lived experiences of these students and their coping mechanisms, as well as their impact on academic performance, is vital for developing targeted interventions and supporting them in improving their academic performance.

Objective: To explore the lived experiences of female students in Ethiopian public universities regarding the impact of dysmenorrhea on their academic performance and to identify the coping strategies they employ to manage menstrual pain and its academic implications.

Methods: This subnational phenomenological study was conducted with eighteen female student participants selected from public universities in southern Ethiopia, ensuring a diverse representation. Data were collected through a semi-structured interview guide, and interviews were conducted face-to-face with participants from nearby universities or by telephone with those from distant locations from March 27 to April 27, 2025. Thematic analyses were done using OpenCode software based on the seven-step approach of Colaizzi's framework of analysis.

Results: In this study, seven major themes and twenty-two subthemes were identified. The themes surrounding students' lived experiences of menstrual pain included physical, emotional, psychological, and socio-cultural aspects. Its impact on academic performance was classified into themes of academic engagement and performance, and students' coping mechanisms were categorized into personal strategies, use of campus medical resources, and reliance on social support networks.

Conclusion and recommendation: Female university students frequently encounter challenging lived experiences associated with dysmenorrhea, which significantly detract them from their academic performance. These students employ a range of coping strategies, such as personal techniques, seeking medical help like analgesics, and utilizing social support systems like peer interactions and communication with faculty to maintain their productivity in their studies. It is recommended that stakeholders provide the necessary resources and medical support to effectively address menstrual health concerns.