Conclusion

90 One high school Life Orientation teacher in the current study thought that “…boys should know (about menstruation) so that girls can feel comfortable and not be embarrassed…because in the future they will be fathers who raise a girl”. The teachers in India, according to Hales et al.

(2018: 6), agreed that the appropriate age to educate boys around menstruation was 13 to 14 years. These teachers tried different approaches to educating children about menstrual hygiene management at school, including workshops, open discussions, lectures, role-play and shared experiences. However, Johnson-Robledo et al. (2013: 27) disagree with separating boys and girls when teaching them about puberty because it gives the impression that this is a ‘special’

topic and not an open discussion. Johnson-Robledo et al. (2013) further explain that private or separate conversations between mothers and daughters creates a notion that menstruation should never be discussed openly because it is an embarrassing event, creating stigma around the topic. One primary school principal in the current study indicated that he separated the boys and girls “…because then the girls would feel more comfortable and ask questions and boys as well might be more open and comfortable to ask questions. If I had to deal with that topic, (with) both boys and girls in the situation, I would like to have done it separately (or separate). Explaining to them, it might be a bit embarrassing with the opposite sex (in the class) with them.”

91 this influences her behaviour and relationships with parents, peers and siblings”. Furthermore, Geetz et al. (2016: 38) conclude that “further exploration of the impact of poor menstrual health can shed light on short- and long-term links to health, development and empowerment outcomes and provides the opportunity to support and influence girls and set them on a path to a successful and healthy life”.

The majority of the primary school teachers in the current study believed that menstruation was stigmatised and a taboo topic within their society. Menstruation as a stigma/taboo topic was explored in the study, as was the teachers’ reaction and behaviour towards educating learners about menstrual hygiene management. One of the teachers in this study reported that the Life Skills textbook for primary schools contained inadequate information about menstrual health and hygiene management. Only a few schools had adequate resources to help destigmatise menstruation within the school environment such as sex education, provision of a psychologist/counsellor and a sanatorium nurse.

The attitude of male and female teachers towards the menstruating girl was reviewed and most male teachers referred menstruating girls to a female teacher to assist them. Male teachers indicated that they felt uncomfortable assisting a menstruating girl due to embarrassment.

Female teachers were in a better position to assist the girls because they showed empathy towards them and were able to gain their trust.

The transfer of accurate information and knowledge about menstrual hygiene management for boys and girls is imperative in ensuring equal education. The teachers in this study agreed that the school is the correct platform to educate boys and girls about reproductive health. One of the teachers in the study suggested that the transferring of information and knowledge about menstruation should start from Grade 5. It was discovered during this study that the topic of menstruation in some schools was not a priority as schoolgirls still had negative experiences, such as anxiety and shame, when menstruating. Therefore, it is crucial to transfer accurate knowledge and information about menstrual hygiene management to boys and girls.

Mothers are shown in various studies to be the initial primary source of information for menstruating girls. However, to avoid the transfer of inaccurate information by mothers to their daughters, it is recommended that they should be included in schools’ training programmes.

92 This could further improve the relationship between mothers and daughters and discourage girls from seeking assistance from peers and siblings.

It is a form of gender inequality when menstruating schoolgirls are forced to go home because of soiled uniforms or abdominal cramps. The lack of support at schools for girls could contribute to them losing days or time in class. This could be addressed if resources were available and accessible at the school, for example, a functional sick room, washroom and a practice of keeping spare clothes at the school. This would mean girls would not be forced to miss class and would provide them with an equal opportunity to be educated.

The teachers in this study experienced challenges when discussing the topic of menstrual hygiene management with boys and girls together in the classroom. The male teachers preferred to separate the boys and girls or avoided discussing the topic altogether. Therefore, girls obtained the necessary information from female teachers. Separating boys and girls at school could perpetuate the negative behaviour among boys when confronted with the topic of menstruation. In this study, female teachers found that large classes (above the suggested norms and standards per class) created uncomfortable situations for girls, and boys would giggle because of their lack of knowledge. Therefore, it is crucial to include schoolboys in the conversation of menstrual hygiene management. These conversations should start at primary school and continue in high school. Training should be provided for teachers to improve their confidence, skill and knowledge about the topic of menstrual hygiene management.

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