Exploring higher education policies regulating breastfeeding on university campuses: implications for the wellbeing of women academics

Fikile Xaba, Eyitayo Francis Adanlawo and Mpho Chaka
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Fikile Xaba: Department of Social Work, University of Zululand, South Africa
Eyitayo Francis Adanlawo: North-West University, Mafikeng Campus, South Africa
Mpho Chaka: North-West University, South Africa

International Journal of Research in Business and Social Science (2147-4478), 2025, vol. 14, issue 2, 325-331

Abstract: Breastfeeding women in academic environments often feel disadvantaged due to a lack of clear policies and supportive facilities; thus, their well-being is negatively impacted. The South African Constitution mandates non-discrimination against breastfeeding and pregnant women in the workplace. However, most literature focuses on maternity leave policies without addressing breastfeeding in the workplace. This study explored the policy framework that regulates breastfeeding for women academics. A policy document analysis was conducted on three universities across three provinces in South Africa to assess the extent of breastfeeding regulation in higher education. The study is guided by the theory of planned behaviour (TPB), which proposes that mothers who believe breastfeeding will result in positive results are more likely to breastfeed their babies. This study shows that breastfeeding is encouraged in the three universities' policies that were examined. However, proper orientations for women on their right to have two 30-minute breaks a day to express or breastfeed their babies for the first six months of their life. The study recommends that breastfeeding-friendly spaces should be created by university management to enable mothers to feel at home when at work. This research contributes to the discourse on breastfeeding policies in higher education that will enhance the well-being of women in academic settings. Key Words:Higher education, policies, breastfeeding, women academics, lactation, wellbeing

Date: 2025
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