Abstract:
The ethnographic study seeks to examine the link between puberty, menstrual hygiene and
school participation of the Scheduled Tribe (ST) and Scheduled Caste (SC) girls. It has been
substantiated by findings from the forty five days fieldwork in rural Rewa, Madhya Pradesh.
The study has been conducted based on the information, data collected and responses
analysed through non–probability purposive sampling method and focus group discussions
(FDGs) with the girls in 12 to 18 years age group. Qualitative analysis was done backed with
quantitative inputs. Fifteen villages were covered and the sample size was seventy. The
various socio–cultural and economic aspects examined in the study are:
a) Provision for menstrual hygiene management facilities in the schools.
b) The relationship between menstruation and attendance of school girls.
c) Socio–cultural beliefs and practices prevailing in the Kol and Prajapati communities
that perpetuate exclusion of adolescent girls in education.
d) An intersectional analysis focusing on the interplay between gender, caste and class.
The findings suggest that there is a close relationship between menstruation and school
attendance of the girls, with individual issues like restrictions, leakage, ridiculing,
embarrassment, shame and fear. Several community–level factors were unfolded during the
fieldwork like deficient infrastructure in schools, lack of affordability and adaptability to
sanitary pads, distance and poor accessibility to schools, cultural taboos, no female teachers
in schools, limited reproductive health education, uneducated mothers and lack of gender
sensitisation and awareness. Such factors have a negative impact on the educational level of
girls with concerns like impaired concentration, reduced participation, missed class time and
most importantly school absenteeism. Out of the thirty eight girls going to school, twenty six
of them revealed that they miss school during their periods. Potential education risks included
dropping out and missed educational opportunities. Out of the thirty two girls who had
dropped out, seventeen of them had menstruation–related barriers as reasons behind leaving
education. The report advocates for integrating a comprehensive menstrual hygiene
management programme for school girls.
