2017
DOI: 10.1016/j.ijedudev.2017.09.008
|View full text |Cite
|
Sign up to set email alerts
|

Attention to menstrual hygiene management in schools: An analysis of education policy documents in low- and middle-income countries

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1
1

Citation Types

0
28
0

Year Published

2018
2018
2023
2023

Publication Types

Select...
7
1

Relationship

3
5

Authors

Journals

citations
Cited by 29 publications
(28 citation statements)
references
References 24 publications
0
28
0
Order By: Relevance
“…developed menstrual hygiene policies. Some, such as Kenya and the Philippines, have focused on school environments; others, such as India and Nepal, have a broader focus, including workplaces and ASRHR [198]. In addition, some countries, such as Kenya and South Africa, are providing free sanitary products in schools, and others have developed girls' puberty books with the aim of reducing the fear, confusion, and shame that many girls experience when they begin menstruating, building their knowledge about the changes happening in their bodies, and breaking the silence between girls, teachers, and parents/caregivers on the topic [199].…”
Section: Menstrual Hygiene and Healthmentioning
confidence: 99%
“…developed menstrual hygiene policies. Some, such as Kenya and the Philippines, have focused on school environments; others, such as India and Nepal, have a broader focus, including workplaces and ASRHR [198]. In addition, some countries, such as Kenya and South Africa, are providing free sanitary products in schools, and others have developed girls' puberty books with the aim of reducing the fear, confusion, and shame that many girls experience when they begin menstruating, building their knowledge about the changes happening in their bodies, and breaking the silence between girls, teachers, and parents/caregivers on the topic [199].…”
Section: Menstrual Hygiene and Healthmentioning
confidence: 99%
“…This paper attempts to respond to this question, using evidence from fog water installations across the globe and by exploring the effects of similar water-related projects. Empirical evidence from fog water collection projects shows that the positive physical and social outcomes for women and girls may include: (1) A drastic decrease in the time previously spent on water collection from far distances, resulting in the freeing of time for domestic and educational pursuits in fog collection areas; an increase in school attendance by girls; and the establishment of female cooperatives to promote home-made products resulting in economic independence [11,[21][22][23][24][25]; (2) improved health outcomes through immediate decrease in the use of contaminated water collected previously from polluted water sources and access to, and use of, better quality water collected from fog leading to a decrease in water-borne diseases and improvement in health and wellness [3,9,19,[26][27][28][29][30][31]; and (3) improved perceptions of self and position within the community through self-confidence, gender equality, recognition of women's contribution and shared ownership of the female segment of the community in fog collection systems [3,7,17,18,21]. Figure 1 provides an overview of the outcomes of gender and community mainstreaming through fog water collection projects in areas where weather conditions are favorable for fog collection.…”
Section: Water and Gendermentioning
confidence: 99%
“…For girls, this means that they are more likely to attend school [21]. Additionally, a closer and more reliable water source may mean that girls stay in school longer, as a lack of water is one of the major barriers to attending school for menstruating girls [23,24].…”
Section: Freeing Of Time For Productive Activitesmentioning
confidence: 99%
“…Because of this, many girls remain absent from schools during menstruation and sex education is also often neglected from the school curriculum which negatively impacts the student's life. Educational policy analysis in lower and middle-income countries indicated that out of the 20 countries' educational policy included in the study, the MHM didn't get focus and even not mentioned in the all educational policy and in many of the countries' school curriculum (10). In most of the schools, both male and female teachers are not ready to discuss menstruation and menstrual hygiene management with students.…”
Section: Introductionmentioning
confidence: 99%