Understanding the lives of adolescents and young adults (UDAYA) in Uttar Pradesh, India (2015–16)

Santhya, K.G.; Acharya, Rajib; Pandey, Neelanjana; Gupta, Ashish Kumar; Rampal, Shilpi; Singh, Santosh Kumar; Zavier, A.J. Francis

doi:10.31899/pgy8.1046

Cited by 27 publications

(44 citation statements)

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“…Data were from the Population Council's UDAYA study in 2015-2016 [14,15]. UDAYA collected data for 20,589 adolescents aged 10-19 years in Uttar Pradesh and Bihar states.…”

Section: Data Source and Study Populationmentioning

confidence: 99%

“…Surveys rarely collect information on most aspects of adolescents' lives and often suffer from small sample size, narrow age inclusion, and omission of factors that may contribute to learning ability and mental health. The Understanding the Lives of Adolescents and Young Adults (UDAYA) survey provides a unique opportunity to fill these evidence gaps and inform adolescent-focused programs and policies [14,15].…”

Section: Introductionmentioning

confidence: 99%

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Demographic, nutritional, social and environmental predictors of learning skills and depression in 20,000 Indian adolescents: Findings from the UDAYA survey

et al. 2020

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Objectives Adolescent wellbeing is critical to breaking the intergenerational cycle of poverty and one in five of the world's adolescents live in India. We explored predictors of learning skills and depression in Indian adolescents. Methods Data on adolescents aged 10-19y (three groups: 5,840 unmarried males, 8,953 unmarried females, 4,933 married females) were available from the state-representative Understanding the Lives of Adolescents and Young Adults survey in Uttar Pradesh and Bihar. Multivariable logistic regression models adjusted for cluster sampling design and state fixed effects were used to examine factors (demographic, health/nutrition, social, and environmental) associated with three outcomes: reading proficiency, math proficiency, and depressive symptoms. Findings Learning skills were poor (28-61% lacked basic reading and math skills depending on adolescent group and outcome) and depression was common (8-26%). Better learning skills were predicted by greater household wealth (AOR 1.72-2.55 depending on group) and household head education (AOR 1.03-1.07 per year), being in school (AOR 4.19-18.65), parental support (AOR 1.11-1.39), having gender equal attitudes (AOR 1.56-2.67), number of food groups consumed at least weekly (unmarried females: AOR 1.11), and having an improved latrine (AOR 1.33-1.51). Poorer learning skills were predicted by family substance use (AOR 0.68-0.74), underweight (males: AOR 0.74), witnessing parental violence (AOR 0.66-0.78). Depressive symptoms were predicted by witnessing parental violence (AOR 1.51-1.92) and experiencing sexual abuse (AOR 2.30-6.16).

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“…Data were from the Population Council's UDAYA study in 2015-2016 [14,15]. UDAYA collected data for 20,589 adolescents aged 10-19 years in Uttar Pradesh and Bihar states.…”

Section: Data Source and Study Populationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Demographic, nutritional, social and environmental predictors of learning skills and depression in 20,000 Indian adolescents: Findings from the UDAYA survey

et al. 2020

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“…A survey was conducted amongst 10,400 adolescents in Bihar, and it was found that 14.1 percent of unmarried boys and 6.3 percent of unmarried girls were sexually active [28]. Similarly, in Uttar Pradesh, a survey of 10,161 adolescents reported that 17.2 percent of boys and 6.2 percent of girls were sexually active [29]. Thus, it is essential for these women to know and understand the ovulatory cycles, which is often ignored or less emphasized.…”

Section: Ovulatory Cyclementioning

confidence: 99%

Hygienic Sanitary Items Usage and Ovulatory Cycle Knowledge in India

Babbar

2020

Preprint

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Background In India, most of the adolescent girls experience their first menstrual cycle with the lack of knowledge on menstruation, exacerbated by a plethora of taboos. Women undergoing menstruation experience discrimination, abuse, and neglect resulting from the myths and misconceptions built around menstruation. Such practices of discrimination and perpetuating myths might potentially lead to girls missing their schools and sometimes even dropping out after they start menstruating. NFHS-4 data shows that 26.8 percent of women in India are married before 18 years and 7.8 percent of the women in 15-19 years age group have already become a mother or are pregnant. One-third of the new births in India are born out of adolescent pregnancies. Considering these issues, this study examines how various socio-economic factors impact: (i) the usage of hygienic sanitary items by menstruating women during their periods, and (ii) their knowledge about the ovulatory cycle.Methods We have used the most recent Demographic and Health Survey, popularly known as the National Family Health Survey Round 4 (NFHS-4), conducted in 2015-16 for this study, with a sample of 2,47,833 women in the age group of 15 to 24 years. Binary logistics regression was performed separately for addressing both the research questions, i.e., the impact of various socio-economic characteristics on the usage of hygienic sanitary items and women’s knowledge of the ovulatory cycle.Results We found that (a) women or their partners who are educated up to high school are more likely to use the hygienic sanitary items, and (b) married women or women who have access to television are more likely to know about the ovulatory cycles.Conclusion These findings tell us the ground reality of menstrual health in India and urge policymakers to develop comprehensive puberty education programs for boys and girls and community-based programs to start a discussion between the community, adults, and other menstruators freely.

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“…1 In Uttar Pradesh, the Population Council found high levels of enrolment amongst younger adolescents, with limited gender disparity: 91 percent of boys and 86 percent of girls in ages 10-14 were enrolled in school. 2 Retention beyond elementary school, however, was low: unmarried girls and boys typically only stayed in school for nine years, and married girls for eight years. Further, learning outcomes-literacy and numeracy-were poor, bringing the quality of education inputs into question.…”

Section: December 2017 Backgroundmentioning

confidence: 99%