Exploring an Understanding of Menarche and Its Challenges Among Primary School Girls in Tanzania

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This study examines the understanding and challenges of menarche among primary school girls in Tanzania, addressing three key objectives: assessing awareness of menarche and its associated challenges, evaluating management strategies, and determining the impact of menstrual disorders on academic performance. Utilizing a mixed-methods approach with questionnaires and semi-structured interviews, data were collected from four primary schools involving 60 female pupils from standards five to seven and four matron teachers. Findings reveal that while 51.7% of pupils have some understanding of menstruation, nearly 50% remain uninformed, especially in lower grades. The study also shows that menstruation onset is a significant developmental milestone, with 85% of Standard Seven pupils menstruating compared to 25% in Standard Five. Challenges such as stomach pains, lack of appetite, and inadequate access to sanitary products were also reported by 45% of students. Infrastructural deficits, including a lack of private changing rooms and proper disposal systems, were further reported to hinder effective menstrual management. Additionally, traditional practices for managing menstrual pain were reported, highlighting the need for integrating professional medical advice. Furthermore, menstrual challenges led to absenteeism, decreased concentration, and reduced confidence among girls, which directly affected their educational outcomes and exacerbated gender disparities in education. Based on these findings, the study advocates for early menstrual education, improved school infrastructure, and comprehensive support systems to enhance girls’ well-being and academic success, presenting menstruation as a socio-educational issue that requires a holistic, integrated approach from all stakeholders.