Menstruation frequently poses psychological, social, and health challenges for young women living in low-and middle-income countries. In countries such as India, where menstruation is stigmatised, it can be particularly difficult. This paper examines challenges related to menstruation for young women living in slums in Lucknow, Uttar Pradesh, India. The research was informed by the socio-ecological model. Life course interviews were conducted with 70 young women ages 15-24 living in the slums of Lucknow. Thematic analysis was used to identify salient themes regarding individual, social, and systemic challenges related to menstruation. On the individual level, young women lack knowledge about menstruation. In the social sphere, young women experience stigma around menstruation, lack opportunities to discuss menstruation, and experience limitations around mobility and other activities during menstruation. At the institutional level, for example in school, there are few resources to support menstruating young women as toilets are dirty and doors are broken. Therefore, menstruating adolescents and young women in Lucknow, Uttar Pradesh, India, face an array of challenges at multiple levels. These findings suggest that multi-level interventions are warranted to create a supportive context for menstruation.

In India, gender inequalities have deleterious effects on reproductive health outcomes among women and girls. This study used an interactive storytelling game as a qualitative data collection approach to learn about adolescents' experiences and societal norms regarding gender. Eight sessions were conducted with a total of 30 girls and 10 boys (ages 15-17). Participants created characters, themes, and locations for the stories and shared experiences about gender through their characters. Sessions were recorded, transcribed, translated, and analysed for emergent themes. Themes included: interest in and prevalence of romantic relationships among adolescents, stigma associated with adolescent relationships and its influence on individual norms, and girls' experiences of harassment. Findings suggest that the use of a qualitative storytelling game is one way to understand the experiences of adolescents around sensitive issues such as gender. They also suggest a need for interventions focused on improving gender attitudes among adolescents, fostering parent-child communication, and strengthening the policy response to girls' harassment.

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