Menstrual Hygiene Management Among Vulnerable Rural Adolescent Schoolgirls in South Africa's Rural Learning Ecologies

This qualitative research paper examined the menstrual health challenges and hygiene that were faced by vulnerable rural adolescent schoolgirls in South Africa, their negative effects on school attendance, academic performance and wellbeing. Seeing the above challenges as barriers to sustainable development goals (SDG) 4 quality education and SDG 5 gender equality, the study used a critical emancipatory approach alongside the theory of change (ToC) as its framework. The purpose was to give a hearing to the voiceless and lived experiences of this group of people to provided a platform for empowering and transformative actions. The focus group discussions (FGDs) with vulnerable rural adolescent schoolgirls, their parents and teachers and school administrators were held at a designated learning ecology. Open-ended Interviews (OEIs) assisted to collect phenomenological narratives with many ethnographic perspectives. The data was analysed thematically to make major themes inductively reflect their real life conditions. The research findings reflected that the gaps in menstrual information, restricted availability and the use of sanitary products, conformity of cultural norms and inadequate amount of water, sanitation and hygiene facilities (WASH) helped creating considerable barriers for many rural adolescent schoolgirls thereby compelling them to miss school during their menstruation. The study highlighted the importance of comprehensive MHM programmes that envisage availability of materials and amenities, menstruation education and psychological support, as well as stigmatisation measures. To move forward with context relevant and community centred interventions, the study suggested a collaborative, multi-stakeholder approach involving the community. Tackling these converging problems was paramount to the preservation of the menstrual health rights of vulnerable rural schoolgirls, education gender equity as well as the attainment of the SDG 4 and SDG 5 goals by 2030. The practice would comprehend all-encompassing evidence-based policies and curricula, and promotion of life-long learning opportunities for all vulnerable rural adolescent schoolgirl through active learning ecologies.