Motherhood and Higher Education: Coping Strategies of Distance Learning Student-Mothers at the University for Development Studies, Sawla Study Centre, Ghana

Abstract

Student-mothers in distance education programmes in Ghana have to combine traditional domestic roles with their academic pursuits. This study sought to find out the coping strategies adopted by student-mothers in balancing motherhood and higher education at the Institute of Distance and Continuous Learning (ICDL) of the University for Development Studies (UDS). The study employed a quantitative research approach with a descriptive survey design. A questionnaire was used to collect data from all 51 student-mothers at the Sawla Study Centre. Descriptive statistics of frequencies, percentages, mean, and standard deviations were used to analyse the data collected. The findings revealed that student-mothers widely adopted multiple coping strategies. The most frequently used strategies included periodically stepping out of lectures to breastfeed (M = 3.94, SD = 1.03), breastfeeding during lectures (M = 3.54, SD = 1.17), employing paid domestic workers (M = 3.22, SD = 1.20), and relying on spousal or family support (M = 3.21, SD = 1.21). Despite these strategies, respondents reported substantial challenges in coping, particularly unreliable family or spousal support during face-to-face sessions (M = 3.37, SD = 0.69) and societal expectations of motherhood conflicting with academic engagement (M = 3.25, SD = 0.72). The study concludes that although student-mothers employ various adaptive coping strategies, sustainable academic success requires structured institutional support systems to reduce stress and enhance their participation and overall well-being. The study recommends the establishment of daycare facilities at the study centre to enable student-mothers to leave their children in safe care during lectures.