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@article{175144,
        author = {Bindhu S T and Dr Susmitha B},
        title = {BIOPSYCHOSOCIAL DIMENSIONS OF MENOPAUSE: A REVIEW OF CHALLENGES AND COPING STRATEGIES AMONG TEACHERS},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {11},
        number = {11},
        pages = {1814-1820},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=175144},
        abstract = {Menopause is a significant life transition that impacts women both personally and professionally. Primary school teachers, due to the demands of their profession, experience unique challenges during this phase, affecting their physical health, emotional well-being, and social interactions. The biopsychosocial model provides a comprehensive perspective on menopause, considering biological symptoms, psychological distress, and the social environment. This study conducts a secondary literature review to explore the challenges faced by menopausal teachers and the coping strategies they adopt. The primary aim of this study is to analyze existing research on the biopsychosocial impact of menopause on teachers, with specific objectives to (i) examine the physical, psychological, and social challenges they face, (ii) identify coping strategies adopted by menopausal teachers, and (iii) explore institutional and policy-level interventions supporting menopausal women in the workplace. A systematic review of literature was conducted using Google Scholar, filtering peer-reviewed journal articles, reports, and relevant studies published in the last two decades. Keywords such as menopause, primary school teachers, biopsychosocial impact, workplace challenges, and coping strategies were used to identify relevant research. Findings from the secondary review indicate that menopausal teachers often experience workplace stress due to fatigue, mood swings, and memory issues, which affect their professional efficiency and self-esteem. A notable study highlighted that over 60% of menopausal teachers reported difficulty in managing classroom responsibilities due to hot flashes and anxiety, exacerbated by a lack of workplace support. Additionally, research suggests that effective coping mechanisms include social support, mindfulness techniques, and workplace accommodations. This review underscores the need for more inclusive workplace policies, awareness programs, and health interventions to support menopausal teachers. By addressing these challenges through institutional efforts, a more supportive and productive work environment can be fostered for women undergoing menopause.},
        keywords = {Menopause, teachers, biopsychosocial, challenges, coping strategies},
        month = {April},
        }