Factors impacting on menstrual hygiene and their implications for health promotion

Abstract

To address these shortcomings, a 'super setting approach' is recommended, in which a Health Promoting School could improve the girls' individual and group needs, and a community setting which would address the broader socio-economic, cultural and environmental conditions. This would enable creating a supportive environment for the girls to manage their periods. To successfully utilize the approach, all stakeholders (parents, teachers, children, governments and communities) should cooperate to generate context-specific solutions for creating safe menstrual care, and better and dignified conditions for adolescent girls. Therefore, this calls for comprehensive, strident advocacy for policy changes at national level, and mediation and involvement at community level.

Next Steps in Puberty Research: Broadening the Lens Toward Understudied Populations

“…For example, menstruation is a biological milestone associated with puberty in girls. In some cultures and contexts, menarche may be accompanied by feelings of shame and the need to conceal it from others (Lahme, Stern, & Cooper, ; Stubbs, ), whereas in other cultures, menarche is celebrated (Weisfeld, ). The arrival of a girl's first menstrual cycle therefore may be accompanied by shame or pride.…”

Puberty Education in a Global Context: Knowledge Gaps, Opportunities, and Implications for Policy

“…Search terms such as “menstrual health” or “menstrual hygiene” yield studies of programs conducted in Africa or Asia where program content focuses on education about menstruation and the provision of sanitary products (e.g., Fakhri, Hamzehgardeshi, Golchin, & Komili, ; Montgomery et al., ; Phillips‐Howard et al., ; Shah et al., ; Sommer & Sahin, ). Although adequate menstrual hygiene management is taken for granted in developed nations, poor menstrual hygiene and stigma around menstruation in developing countries can lead to a host of negative outcomes for girls, including school absence, school drop‐out, social exclusion, and reproductive disease (e.g., Chandra‐Mouli & Patel, ; Das et al., ; Lahme, Stern, & Cooper, ; Mason et al., ; Sommer, ; Sumpter & Torondel, ).…”

Do Water, Sanitation and Hygiene Conditions in Primary Schools Consistently Support Schoolgirls’ Menstrual Needs? A Longitudinal Study in Rural Western Kenya

“…Discussions with teachers, parents, girls and boy students report the negative effects of menarche for girls. Examples described include absenteeism and reduced performance at school, and not performing regular activities, such as collecting water or participating in religious rituals [17,18,19,20,21,22,23,24,25]. Other consequences of poor menstrual management options include not participating in class or school sports, engaging in transactional sex for access to pads, feeling worried or depressed, low self-esteem and pregnancy [18,20,21,26,27,28,29,30].…”