Navigating Dual Roles: Understanding the Experiences of Pregnant Students Juggling Academia and Parenthood at Mountains of the Moon University, Uganda

Abstract

This study examines the experiences of pregnant students balancing academic responsibilities with pregnancy and impending parenthood at Mountains of the Moon University (MMU), Uganda. Using a qualitative approach, data were collected between July and August 2024 from 12 participants recruited through snowball sampling: 11 pregnant students, who provided written responses to a semi-structured guide and a university counselor, who was interviewed as a key informant. The data were analyzed through manual thematic coding. The findings reveal that pregnant students experience physical discomfort, fatigue, and health-related absences that disrupt class attendance and the completion of assignments, alongside stigma from some lecturers and peers, emotional strain, and financial pressure. The university has no policy that specifically addresses pregnant students; its gender policy is silent on their needs, leaving students dependent on the discretion of individual lecturers and support staff without a structured framework to work from. The findings suggest that support at the university is discretionary rather than rights-based, reflecting a national policy framework that addresses pregnancy in schools but not in universities. Students cope mainly through peer and family support and personal determination, but because such informal support is unevenly available, it cannot substitute for institutional measures. The study recommends a dedicated support framework for pregnant students, including maternity leave, flexible deadlines and schedules, and alternative assessments, alongside training for faculty, counselors, and health staff, and structured peer support. These measures can foster a more equitable academic environment in which pregnant students can pursue their studies while preparing for parenthood.