Psychosocial Effects of Student Motherhood on Learning Among Undergraduate Student Mothers in Public Universities of Western Kenya

Student motherhood presents a significant challenge in higher education because undergraduate student mothers must simultaneously manage academic responsibilities and maternal roles, which may expose them to psychosocial challenges that interfere with learning. Although previous studies have examined the general challenges, psychological well-being, social support and coping mechanisms of student mothers, limited empirical evidence has specifically addressed how psychosocial effects influence learning among undergraduate student mothers in public universities in Western Kenya. This study therefore evaluated the psychosocial effects of student motherhood on learning among undergraduate student mothers in public universities in Western Kenya. The study was guided by Role Conflict Theory. A mixed-method research design was adopted. The target population comprised 2,192 undergraduate student mothers in three selected public universities, from whom 322 were proportionately sampled using stratified and simple random sampling. Data were collected using structured questionnaires, interviews with relevant university personnel, and focus group discussions involving student mothers. The questionnaire was pilot-tested, validated by experts, and demonstrated acceptable internal consistency, with a Cronbach’s alpha coefficient of 0.76 for the psychosocial-effects construct. Quantitative data were analysed using frequencies, percentages, means, standard deviations and Pearson product-moment correlation, while qualitative data were analysed thematically. Correlation analysis indicated a correlation coefficient of -0.701 with a p-value of 0.002. The findings also established that student mothers experienced low self-esteem, social isolation, self-neglect, depression, anxiety, increased stress, fear of criticism and fear of stigma, with the majority indicating that these experiences affected their learning. Qualitative findings further revealed stress, loneliness, stigma, reduced concentration and role-related pressures arising from childcare and academic responsibilities. The study concluded that psychosocial effects of student motherhood significantly influence learning among undergraduate student mothers. It recommends that public universities strengthen psychosocial support through counselling, mentorship and awareness programmes, enhance baby and childcare support, educate student mothers on their rights, and establish measures to prevent discrimination, abuse and intimidation to improve their learning experiences.