Explore the evidence.
Understand the reach.

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.

The World Health Organization’s recommendation of exclusive breastfeeding (EBF) of babies within the first six months of life has been considered a milestone for enhancing the survival rate of the children and the well-being of the mothers. The adoption of EBF among South African mothers, however, remains a concern since it has not yet attained the recommended standards globally. This was a quantitative cross-sectional study undertaken among 399 mothers of children between the ages of 6 and 24 months who accessed immunization services at three clinics that were selected using a random sampling procedure. The study employed systematic sampling to get the subjects. Data collection used a structured questionnaire that focused on the level of knowledge, practices, and factors inhibiting the practice of EBF. There was a good level of maternal knowledge of EBF, with 98.2% having good knowledge, mostly attained through interaction with healthcare providers. All mothers practiced breastfeeding, but only 19.1% breastfed immediately after delivery. There was poor compliance with EBF, yet the majority (60%) introduced nothing but breast milk, although a large proportion (35.6%) introduced formula feeds and solid foods before the age of six months. There were no significant relations between knowledge and both socio-demographic and other factors (all p>0.05). The predominant factors that hindered the practice of EBF included reduced maternal autonomy (16.3%), fear of breasts sagging (6.8%), fear of low milk production (6.0%), maternal illness and preterm delivery, work constraints, and a lack of involvement of the father (35.6%). Despite high levels of maternal knowledge of EBF, there are a number of personal, cultural, and societal factors that exist that serve to impede the achievement of optimal practices. It is recommended that strategies be focused on the enhancement of supportive factors—principally paternal participation—fostered breastfeeding support at work, and concertedly addressed maternal counselling, targeted towards those experiencing difficulties related to maternal health and confidence.

Breastfeeding has been appreciated mainly as fulfilling an infant’s right to health. It, however, also involves the mother’s right to reproductive health, in this context, is the right to autonomy. This paper assesses how the selected provisions on breastfeeding facilitate the fulfillment of a mother’s freedom, precisely in the decision-making process.  The analysis focuses on two groups of provisions: (i) Provisions of laws that affect breastfeeding by working mothers; (ii) Provisions of laws related to efforts to provide information related to breastfeeding for mothers. The study uses a doctrinal and legislative approach with the desk study method (literature, law, and policy review). The result is that the provisions of laws governing breastfeeding have not fully provided facilities for mothers as a way to fulfill mothers’ right to autonomy. This is based on two findings: 1) the absence of a clause requiring information on potential hurdles and challenges that mothers may face, and 2) the absence of a provision ensuring information given to mothers inclusive of the fact of no legal consequences related to mothers’ decisions. Those two are considered essential for the fulfillment of a mother’s autonomy.

The World Health Organization’s recommendation of exclusive breastfeeding (EBF) of babies within the first six months of life has been considered a milestone for enhancing the survival rate of the children and the well-being of the mothers. The adoption of EBF among South African mothers, however, remains a concern since it has not yet attained the recommended standards globally. This was a quantitative cross-sectional study undertaken among 399 mothers of children between the ages of 6 and 24 months who accessed immunization services at three clinics that were selected using a random sampling procedure. The study employed systematic sampling to get the subjects. Data collection used a structured questionnaire that focused on the level of knowledge, practices, and factors inhibiting the practice of EBF. There was a good level of maternal knowledge of EBF, with 98.2% having good knowledge, mostly attained through interaction with healthcare providers. All mothers practiced breastfeeding, but only 19.1% breastfed immediately after delivery. There was poor compliance with EBF, yet the majority (60%) introduced nothing but breast milk, although a large proportion (35.6%) introduced formula feeds and solid foods before the age of six months. There were no significant relations between knowledge and both socio-demographic and other factors (all p>0.05). The predominant factors that hindered the practice of EBF included reduced maternal autonomy (16.3%), fear of breasts sagging (6.8%), fear of low milk production (6.0%), maternal illness and preterm delivery, work constraints, and a lack of involvement of the father (35.6%). Despite high levels of maternal knowledge of EBF, there are a number of personal, cultural, and societal factors that exist that serve to impede the achievement of optimal practices. It is recommended that strategies be focused on the enhancement of supportive factors—principally paternal participation—fostered breastfeeding support at work, and concertedly addressed maternal counselling, targeted towards those experiencing difficulties related to maternal health and confidence.

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.

Breastfeeding has been appreciated mainly as fulfilling an infant’s right to health. It, however, also involves the mother’s right to reproductive health, in this context, is the right to autonomy. This paper assesses how the selected provisions on breastfeeding facilitate the fulfillment of a mother’s freedom, precisely in the decision-making process.  The analysis focuses on two groups of provisions: (i) Provisions of laws that affect breastfeeding by working mothers; (ii) Provisions of laws related to efforts to provide information related to breastfeeding for mothers. The study uses a doctrinal and legislative approach with the desk study method (literature, law, and policy review). The result is that the provisions of laws governing breastfeeding have not fully provided facilities for mothers as a way to fulfill mothers’ right to autonomy. This is based on two findings: 1) the absence of a clause requiring information on potential hurdles and challenges that mothers may face, and 2) the absence of a provision ensuring information given to mothers inclusive of the fact of no legal consequences related to mothers’ decisions. Those two are considered essential for the fulfillment of a mother’s autonomy.