Guest editorial: tackling the stigma and gender marginalization related to menstruation via WASH in schools programmes

Abstract

January 2015 Menstrual hygiene ManageMent has been defined as: ‘Women and adolescent girls using a clean menstrual management material to absorb or collect blood that can be changed in privacy as often as necessary for the duration of the menstruation period, using soap and water for washing the body as required, and having access to facilities to dispose of used menstrual management materials’ (UNICEF and WHO, 2014). However, menstrual hygiene is not just about the management of the menstrual period but also the need to address societal beliefs and taboos surrounding the issue. Until recently, the development sector including WASH (water, sanitation and hygiene) had not explored and attempted to address the challenges related to Menstrual Hygiene Management (MHM), an important issue affecting the health, dignity and privacy of millions of girls and women on a daily basis. It is great to have a whole issue of Waterlines dedicated to MHM, as it will help us, the maledominated, engineering-based sector, to increase our understanding of this aspect of the development work we do on a daily basis. Tackling the stigma and gender marginalization related to menstruation can be difficult due to the perception that menstrual health programmes represent a challenge to traditional social norms. Adolescent girls and women need clean menstrual management materials to absorb or collect blood that can be changed in privacy as often as necessary for the duration of the menstruation period. WASH in Schools (WinS) programmes are good entry points to improve menstrual hygiene management and provide us with the opportunity to initiate discussions on broader issues related to menstruation. WASH in Schools programmes engage with the community and the education system on the issues of improving access to water supply and sanitation facilities and promoting good hygiene practices. This engagement builds rapport and a working relationship between communities and schools, paving the way for discussions and actions to address the MHM challenges that girls face in schools and the challenges they face within their communities and homes. Girls face additional barriers to getting a quality education when they reach puberty. Many girls do not attend school during their menstrual periods as they are faced with a lack of toilets that provide privacy, water, soap and ways to clean or dispose of sanitary napkins. Girls are also subject to social stigma and a greater risk of