Published Paper Details:

Introduction: Dysmenorrhea is one of the most prevalent gynecological conditions among young women and a leading cause of class absenteeism and poor academic engagement. Its impact in Indian higher education settings, however, remains under-documented. Methods: A cross-sectional study was conducted among 130 female students aged 18-25 years from nursing colleges in Jaipur, Rajasthan. Participants were selected using convenient sampling. Data were collected using a pretested, structured questionnaire covering socio-demographic details, menstrual history, severity of dysmenorrhea (10-point Visual Analog Scale) and academic impact (absenteeism, concentration difficulties and perceived decline in performance). Ethical approval and informed consent were obtained. Data were analyzed using SPSS version 26. Descriptive statistics were applied and chi-square tests examined associations between dysmenorrhea severity and academic outcomes, with significance set at p < 0.05. Results: The prevalence of dysmenorrhea was 74.6% (97/130). Among affected students, 23.1% reported mild pain, 41.2% moderate and 10.3% severe. Dysmenorrhea significantly impacted academic performance: 54.6% reported missing at least one class per cycle, 63.9% experienced concentration difficulties and 47.4% perceived a decline in academic performance. Severity of dysmenorrhea was significantly associated with absenteeism (p = 0.01) and academic decline (p = 0.03), though the association with concentration difficulty was not significant (p > 0.05). Conclusion: Dysmenorrhea substantially affects academic performance among female students in Jaipur. Incorporating menstrual health education, supportive counseling and academic accommodations may reduce its burden.