Uncovering the challenges to menstrual hygiene management in schools in Mali

Trinies, Victoria; Caruso, Bethany A.; Sogore, Assitan; Toubkiss, Jérémie; Freeman, Matthew C.

doi:10.3362/1756-3488.2015.004

Cited by 35 publications

(34 citation statements)

References 9 publications

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“…Since old cloth/rags are sometimes used by the adolescents, they may not be hygienic enough to prevent infection. As reported by (Trinies et al, 2015) in neighbouring Mali some of them dry the washed pieces of MHM cloths indoors to avoid a spiritual attack on their fertility, which increases the risk of infection. This also is an indication that local socio-cultural beliefs may be having a negative influence on the knowledge, attitude and practices of MHM by adolescent female students Yendi Municipal.…”

Section: Discussionmentioning

confidence: 99%

“…However, in areas where there are no support structures, menstruating girls may withdraw, resort to unhygienic practices or miss school for the duration of menstruation. Some of them use improvised materials including cotton wool, cloth, old pieces of mattresses, newspapers and leaves as absorbents (Chandra-Mouli & Patel, 2017; Trinies et al, 2015;Kuhlmann et al, 2017). (Chandra-Mouli & Patel, 2017) also noted that a little over a fifth of girls in India and Egypt changed their absorbents in school compared to about half of their counterparts in Nigeria.…”

Section: Introductionmentioning

confidence: 99%

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Assessing the Knowledge, Attitude and Practice of Menstrual Hygiene Management Among Junior High Schools Adolescent Females in the Yendi Municipality in the Northern Region of Ghana

Boakye-Yiadom

Aladago

Beweleyir

et al. 2018

ESJ

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Introduction: Every year, different batches of adolescent girls between the ages of 10-19 years experience menarche often unprepared to manage the menstruation hygienically. In Ghana, most girls enter adolescence when they are in basic schools, which make menstrual hygiene among girls in Junior High Schools very important. This study examined the knowledge, attitudes, and practices of menstrual hygiene management among both premenarcheal and post-menarcheal adolescent students in basic schools in the Yendi Municipality in Ghana. Methods: the study was cross sectional and used quantitative research methods. Semi-structured questionnaires were used to collect data from the female adolescent students aged 10-19 years. A total of 412 female adolescents from 9 basic schools in the Yendi Municipality participated in the study. Students were scored for their level of knowledge, attitude and practices of menstrual hygiene management. Results: The study found that although awareness of menstruation was universal, the Likert scores showed that 67.5% had adequate knowledge of menstrual hygiene management. About a tenth (13.6%) of the adolescent female students had a positive attitude towards menstrual hygiene management and a third (31.1%) practised good menstrual hygiene management. Older age and living with both parents were the main predictors of knowledge of menstrual hygiene management (P < 0.05). Similarly, age, staying with both parents, staying with mother only, access to funds and having adequate knowledge of menstruation were the main determinants of good menstrual hygiene management practice among adolescent girls in basic schools in Yendi Municipality (P < 0.05). Conclusions and recommendations: more than half of the respondents have adequate knowledge but their awareness and knowledge did not translate to positive attitude towards good menstrual hygiene management practices due to negative socio-cultural norms and practices among others that tend to stigmatise menstruation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Assessing the Knowledge, Attitude and Practice of Menstrual Hygiene Management Among Junior High Schools Adolescent Females in the Yendi Municipality in the Northern Region of Ghana

Boakye-Yiadom

Aladago

Beweleyir

et al. 2018

ESJ

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“…Other research [26][27][28] has also found that increased knowledge and awareness and changes in attitudes improve girls' education and confidence to manage their menstruation. The drama skit that was performed at the schools has not been considered in other MHH interventions, and parents, teachers and students highlighted the role they perceived it to play in enhancing information sharing.…”

Section: Implications For Research and Policymentioning

confidence: 99%

“…The drama skit that was performed at the schools has not been considered in other MHH interventions, and parents, teachers and students highlighted the role they perceived it to play in enhancing information sharing. Parents, female relatives and teachers are important sources of MHH information, but they may not have sufficient knowledge or confidence to discuss menstrual issues [10,27,29]. Parents were trusted sources of information; thus, their involvement is essential for future MHH interventions.…”

Section: Implications For Research and Policymentioning

confidence: 99%

Assessing the effectiveness of a comprehensive menstrual health intervention program in Ugandan schools (MENISCUS): process evaluation of a pilot intervention study

Nalugya

Tanton

Hytti

et al. 2020

Pilot Feasibility Stud

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Background: Poor menstrual health and hygiene (MHH) is a globally recognised public health challenge. A pilot study of an MHH intervention was conducted in two secondary schools in Entebbe, Uganda, over 9 months. The intervention included five components delivered by the implementing partner (WoMena Uganda) and the research team: (i) training teachers to implement government guidelines for puberty education, (ii) a drama skit to reduce stigma about menstruation, (iii) training in use of a menstrual kit (including re-usable pads), (iv) guidance on pain relief methods including provision of analgesics and (v) improvements to school water, sanitation and hygiene (WASH) facilities. The aim of the process evaluation was to examine implementation, context and possible causal pathways. Methods: We collected information on fidelity, dose, reach, acceptability, context and mechanisms of impact using (i) quantitative survey data collected from female and male students in year 2 of secondary school (ages 13-21; 450 at the baseline and 369 at endline); (ii) qualitative data from 40 in-depth interviews with parents, teachers and female students, and four focus group discussions with students, stratified by gender; (iii) data from unannounced visits checking on WASH facilities throughout the study; and (iv) routine data collected as part of the implementation. Quantitative data were used primarily to assess fidelity, dose and reach. Qualitative data were used primarily to assess acceptability, context and possible mechanisms.

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“…Students, and girls in particular, have expressed the need for water, soap and clean latrines at school [ 27 ]. Girls have reported that they will often go home, or skip school, when they need to manage their period if the facilities available are inadequate [ 28 , 29 , 30 , 31 , 32 ]. This challenges the basic rights of girls’ to have the same chance as boys to excel in school.…”

Section: Introductionmentioning

confidence: 99%

The Life-Cycle Costs of School Water, Sanitation and Hygiene Access in Kenyan Primary Schools

Alexander

Mwaki²,

Adhiambo³

et al. 2016

IJERPH

Self Cite

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Water, Sanitation and Hygiene (WASH) programs in schools can increase the health, dignity and comfort of students and teachers. Understanding the costs of WASH facilities and services in schools is one essential piece for policy makers to utilize when budgeting for schools and helping to make WASH programs more sustainable. In this study we collected data from NGO and government offices, local hardware shops and 89 rural primary schools across three Kenyan counties. Current expenditures on WASH, from school and external (NGO, government, parent) sources, averaged 1.83 USD per student per year. After reviewing current expenditures, estimated costs of operations and maintenance for bringing schools up to basic WASH standards, were calculated to be 3.03 USD per student per year. This includes recurrent costs, but not the cost of installing or setting up WASH infrastructure, which was 18,916 USD per school, for a school of 400 students (4.92 USD per student, per year). These findings demonstrate the need for increases in allocations to schools in Kenya, and stricter guidance on how money should be spent on WASH inputs to enable all schools to provide basic WASH for all students.

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Uncovering the challenges to menstrual hygiene management in schools in Mali

Cited by 35 publications

References 9 publications

Assessing the Knowledge, Attitude and Practice of Menstrual Hygiene Management Among Junior High Schools Adolescent Females in the Yendi Municipality in the Northern Region of Ghana

Assessing the Knowledge, Attitude and Practice of Menstrual Hygiene Management Among Junior High Schools Adolescent Females in the Yendi Municipality in the Northern Region of Ghana

Assessing the effectiveness of a comprehensive menstrual health intervention program in Ugandan schools (MENISCUS): process evaluation of a pilot intervention study

The Life-Cycle Costs of School Water, Sanitation and Hygiene Access in Kenyan Primary Schools

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