Abstract

This study evaluated the effects of school-based Menstrual Hygiene Management (MHM), water and sanitation (WASH) interventions on hygiene knowledge, access to services and hygiene practices among menstruating girls. Using a combination of cross-sectional and experimental designs, along with mixed methods, quantitative and qualitative, the research identified significant improvements across multiple domains. Key findings revealed that peer-to-peer education and teacher involvement played a critical role in enhancing girls’ hygiene knowledge, which had previously been predominantly shaped by family members, particularly mothers and sisters. Girls from intervention schools exhibited significantly higher levels of MHM knowledge compared to their peers in non-intervention schools. The intervention also led to notable improvements in access to essential hygiene facilities and services within schools, including the availability of sanitary products, gender-segregated latrines, menstrual hygiene management rooms and safe drinking water. Consequently, a higher proportion of girls in the intervention schools reported using disposable sanitary pads and practicing genital hygiene during school hours compared to those in nonintervention schools. In conclusion, school-based MHM education and WASH interventions significantly improve girls’ menstrual hygiene knowledge and knowledge sources, access to hygiene facilities and services and overall hygiene practices.

Keywords:Menstrual hygiene management education; Hygiene knowledge; Access to hygiene services; Hygiene practices/behaviour; Menstruation; Water; Sanitation and hygiene (Wash) services