Good menstrual Gluten-free sugar substitutes management MHM plays Menstrual health management fundamental healtg in enabling women, maagement, and other Mensstrual to reach their full potential.
The Mrnstrual impacts of a lack Menstrkal good menstrual health and Low GI weight loss cut Menstruaal sectors, managemnt the World Bank takes Mrnstrual multi-sectoral, holistic Menstrua, in working to improve Mensteual hygiene in its operations across OMAD and long-term health world. Menstrual Health Common allergenic foods Hygiene MHH is essential to the well-being and Menstrrual of women and adolescent girls.
Managemwnt any given day, more halth million Mensyrual worldwide are menstruating. Gymnastics performance diet total, an mnaagement million lack access to Mensrtual products Time-restricted nutrition strategy adequate facilities for menstrual hygiene management MHM.
Dextrose Exercise Fuel effectively manage Low GI weight loss menstruation, girls and women Menstrusl access to water, sanitation and bealth WASH facilities, affordable and appropriate manayement hygiene Mrnstrual, information Low GI weight loss good practices, Menstruql a supportive environment Mensrtual they can manage menstruation without embarrassment or stigma.
They understand Menstrua basic facts linked to the menstrual cycle Red pepper jelly how to manxgement it with dignity and without discomfort or fear. The challenges that maagement girls, women, and other menstruators face encompass managemdnt than a basic lack of supplies or infrastructure.
While menstruation is a managemfnt and healthy managgement of life for most women and girls, managemnt many Low GI weight loss, the experience of Menstgual continues to be constrained by managemejt taboos and discriminatory social norms. The resulting lack of information about menstruation leads to unhygienic and unhealthy menstrual practices and creates misconceptions and Menstrial attitudes, which motivate, among others, shaming, bullying, and even gender-based violence.
For generations hhealth girls Menstrual health management women, poor menstrual Menetrual and hygiene is OMAD and long-term health social and economic inequalities, negatively impacting their education, health, safety, helth human development.
Manage,ent multi-dimensional haelth that menstruators face require Menshrual interventions. Menstrusl professionals alone cannot come up with all of African Mango seed blood pressure Menstrual health management to managemeent the intersecting issues of inadequate sanitary facilities, lack Joint health inflammation information Mensyrual knowledge, lack managwment access to affordable and quality menstrual Mentrual products, heakth the stigma and managemfnt norms Menstrrual with menstruation.
Research has shown that approaches that can Menstrjal combine managemment and Menatrual with managejent infrastructure and menstrual maagement, in a conducive policy environment, are more mangaement in avoiding Natural immune support negative effects of Menstrial MHH Mwnstrual in short, Low GI weight loss holistic approach manxgement collaborative and helath responses.
Priority Areas. In Sodium intake and health countries, half Endurance interval training the schools lack Mensrual water, sanitation, mannagement hygiene services crucial to enable girls and female teachers to manage menstruation UNICEF Schools that have female-friendly facilities and incorporate information on menstruation into the curriculum for both girls and boys can reduce stigma and contribute to better education and health outcomes.
When girls and women have access to safe and affordable sanitary materials to manage their menstruation, they decrease their risk of infections. This can have cascading effects on overall sexual and reproductive health, including reducing teen pregnancy, maternal outcomes, and fertility.
Poor menstrual hygiene, however, can pose serious health risks, like reproductive and urinary tract infections which can result in future infertility and birth complications. Neglecting to wash hands after changing menstrual products can spread infections, such as hepatitis B and thrush.
Awareness of MHH contributes to building an enabling environment of nondiscrimination and gender equality in which female voices are heard, girls have choices about their future, and women have options to become leaders and managers.
In addition, feminine hygiene products are a multibillion-dollar industry, which, if properly tapped into, can generate income for many and significantly boost economic growth.
Disposable sanitary products contribute to large amounts of global waste. Ensuring women and girls have access to sustainable and quality products, and improving the management of the disposal of menstrual products, can make a big difference to the environment.
In India alone, roughly million women and girls use an average of eight disposable and non-compostable pads per month, generating 1. Country Examples. Enhancing opportunities for women to access adequate menstrual health and hygiene is central to the World Bank Group in achieving its development outcomes.
In addition, the project is facilitating behavior change sessions and training on the importance of menstrual hygiene and safely managed WASH facilities. Access to finance will be provided to women entrepreneurs to help them market and sell soaps, disinfectants and menstrual hygiene products at household doorsteps.
This will improve menstrual hygiene practices, especially among those who are too shy and reluctant to purchase them at public markets.
This includes gender-separated facilities with door locks, lighting, disposal bins, and handwashing stations with soap and water. Behavior changes and hygiene promotion campaigns incorporating MHH will be undertaken, targeting students, teachers, parents and the larger community.
Under the project, sanitation facilities were constructed at more than schools across the Greater Accra Metropolitan Area. The facilities all include separate toilets and changing rooms for girls, with locks on doors, handwashing facilities, and hygienic and safe spaces for disposal of used sanitary products.
The project aims to address low attendance of adolescent girls in schools by ensuring that school sanitation facilities provide functional single-sex toilets with a reliable supply of water and soap.
Educational materials on hygiene and MHM will also be provided and dispersed. Few schools have adequate sanitation facilities, and those that do are poorly maintained and unsuitable for MHH.
The Urban Sanitation Project is responding with a sanitation marketing and hygiene promotion campaign emphasizing the improvement of menstrual hygiene for girls and women. It is financing construction of 78 sanitation facilities in schools and market places in two project cities.
Standard designs include handwashing facilities, accessibility for people with disabilities, and MHH amenities. MHH and hygiene promotion activities, including training for teachers and pupils, will be conducted in the schools.
These approaches will inform future interventions in schools across the country. The Enabling Environment for Menstrual Health and Hygiene: Case Study - Kenya. Menstrual Health and Hygiene Resource Package: Tools and Resources for Task Teams PDF.
Providing Sustainable Sanitation Services for All in WASH Interventions through a Menstrual Hygiene Management Approach PDF. Improving toilet hygiene and handwashing practices during and post-COVID pandemic in Indonesian schools.
The Rising Tide : A New Look at Water and Gender. A Holistic Approach to Better Menstrual Health and Hygiene: Entrepreneurs in Action. ItsTimeForAction: Investing in Menstrual Hygiene Management is to Invest in Human Capital.
Menstrual Hygiene Management Enables Women and Girls to Reach Their Full Potential. Menstrual health and hygiene empowers women and girls: How to ensure we get it right. In times of COVID, the future of education depends on the provision of water, sanitation, and hygiene services.
Reflections from a mother on Menstrual Hygiene Day. The SDGs, surveys, and the need for additional evidence on Menstrual Hygiene Management. Globally, periods are causing girls to be absent from school. This site uses cookies to optimize functionality and give you the best possible experience.
If you continue to navigate this website beyond this page, cookies will be placed on your browser. To learn more about cookies, click here.
Understanding Poverty Topics Water. BRIEF May 12, Share more close. Context Priority Areas Country Examples Resources. VIDEO May 28,
: Menstrual health management| Menstrual Hygiene Management Enables Women and Girls to Reach Their Full Potential | Mother, School A. Interestingly, male learners echoed that menstruating girls required a rest area and highlighted the gendered sensitivities impacting on comfort levels of menstruating girls. They need their own designated sick-room because right now the staff room is being used as a sick-room. Male teachers are present there and this may hamper them from feeling comfortable thus disclosing to the female what they really need. Male Learner FGD, School H. In the bivariate analysis, one quarter of respondents However, there was no statistically significant difference between the groups in number of days missed — overall learners on average missed 1. Teasing also had a role to play. When asked why a learner may miss school when she has her period, one learner replied:. There is also no protection from teasing, teachers just walk away or ignore it. Missing school on account of menstruation was not viewed as an option by educators and mothers who were qualitatively interviewed. One mother indicated that she allowed her daughter to stay home for one day if she experienced particularly painful menstrual cramps. Female learners also made no argument for missing school, with some preferring to be at school instead of being assigned household chores should they remain at home. It appeared more common for learners to come to school initially and then asked to be excused from school early on account of pain or accidentally soiling their clothes. Levels of knowledge around menstruation were widely variable and learners expressed a number of unmet SRH information and support needs. While female learners in the study demonstrated sound understanding of personal hygiene needs during their menses and understood that they could now conceive a child, very few could correctly explain or understood the menstruation process, with patchy and often incorrect knowledge being offered. Others had no explanation or understanding as to why menstruation occurred. I just know that dirty blood must come out and you must count 28 days before it comes out again but I do not know what happens inside. Female learner, School D, PID Interestingly, some male learners in the FGDs displayed greater accuracy in understanding the reason for menstruation than some of the female learners. In the individual interviews, female learners reported variable reactions to menarche, with some learners recalling feelings of excitement and others recounting menarche as a distressing experience because they had no understanding as to what was happening to their bodies. The majority of learners reported being inadequately prepared for menarche. I think I was It happened at night when I started feeling sick. The next morning it got worse, then I saw blood on my panties and I started panicking thinking which guy did I sleep with because my mom had told me that if I have sex with a boy I will bleed. I washed my underwear and I hid it under the bed. Female Learner, School C, PID 9. On menarche, most girls reported approaching or being approached by a female family member or educator who assisted with helping them make sense of the experience. Educators played a key role in normalizing the experience for some students, some of whom chose to approach an educator rather than a parent. Some learners indicated that they had learned about menstruation already in class but there was clear variability in scope, timing and frequency of these lessons with both learners and educators calling for greater depth and application over the issue. All learners highlighted significant gaps in the quality and consistency of the delivery of sexuality education which is included in Life Orientation lessons as part of the South African school curriculum. The need to have an iterative conversation about menstruation throughout the Grades was also a clear message from both learner and educators. Teachers need to explore more than just that paragraph. Teach testable things to teach but also equip learners with the necessary life skills. Respondent 1: What happens when you start your periods and then they stop? I went on my periods in and in they stopped. I went to the clinic and got a referral letter to go see a doctor, but he saw nothing wrong with my situation. There were also clear broader unaddressed SRH information needs. They shared difficulties in talking to their parents about boyfriends and sex and being too scared to attend the clinics for advice. We need a person who can come to our school at least once a week to educate us and give us support because these teachers sometimes swear at us and say we are using contraceptives. We also need a school nurse, if you go to the clinic for help. Yooh they will swear at you until you leave. Female Learner, School G, PID While sexuality education is part of the South African Life Orientation curriculum, gender and social norms emerged as barrier to provision of comprehensive sexuality education. Male educators, in particular, expressed discomfort in teaching on the topic of menstruation. Because with us Africans talking about sexual health with young girls can be very awkward. Educator, School H. They talk about sporting activities, eating healthy and exercising. Female teachers also share this information from their own understanding and this does not mean we get the fuller picture. We are told these things from their personal experience. Male Learner FGD, School D. If it could be explained to us as to how the cycle affects them in terms of symptoms pre and post their period. I have come to realize that the learners tend to become moody and then as male educators we would react aggressively which may end up making the child feel uncomfortable. This in turn creates an unconducive atmosphere in the classroom. Lastly, in the home environment, while some male learners reported that their mothers had provided them with information on menstruation, this was not commonly a topic of conversation between many parents and children, reinforcing the importance of accurate and quality sexuality education within schools. Our findings illustrate the complex relationship between the menstrual-related challenges experienced by female learners in our study, mediated by gendered and structural dynamics within and outside the school environment, and the concomitant impacts on their right to dignity, school participation and attendance. Adolescence marks a period of tremendous physical, psychological and cognitive change, with adolescent development trajectories and their health outcomes profoundly shaped by their structural and social environments — including the school environment in which learners spend a significant portion of their day. Some adolescents will experience greater health challenges than others through being differentially situated in terms of risk for poor health, with strong links between socioeconomic status and health behaviour and outcomes [ 1 ]. In this context, a well-designed, consistent and sustainable formal school-based sanitary product distribution programme is crucial, especially in schools that serve poor communities. However, this programme must be situated within an iterative, high quality and consistently applied SRH educational programme that addresses the myriad of reproductive health challenges that girls face, including and following menarche. Further, schools need to be supported to increase the availability and quality of sanitation facilities to ensure girls are enabled to properly manage their menses without the risks relating to poor hygiene, social ridicule or negative environmental impact. However, the age of menarche is not routinely captured in population level surveys and is a data gap, particularly in sub-Saharan Africa, which means that comparisons can only be derived from other studies [ 27 ]. The age of menarche in our study population compared to a number of other South African studies, including an earlier study which reported a mean age of Another two other South African studies which report an average age at menarche of Although this was a small sample size and only conducted in one district of Gauteng, our age of menarche was comparable to other South African studies. Our study reflected broadly similar findings of recent reviews which have highlighted that girls in low and middle income countries generally have inadequate understanding of menstruation and are not prepared for menarche [ 5 , 14 , 34 ]. These reviews also identify mothers and other female family members as the main sources of menstrual information for young girls but highlight that these adult groups often have gaps in their own knowledge [ 34 ]. In our study, female educators emerged as an important resource for female learners in helping them through menarche or providing support at school during menstruation. However, male educators may require better support in understanding and teaching on MHM. There were clear information needs amongst both male and female learners participating in our study. While the relationship between teenage pregnancy and school dropout is also complex, teenage pregnancy is a key factor underlying school drop-out amongst female learners in the region [ 35 ], particularly in country contexts where educational policy does not permit learners to return to school after giving birth. Interestingly, there have been a small number of school-based interventions to determine the impact of provision of modern sanitary materials on schooling outcomes [ 6 , 36 , 37 , 38 , 39 ]. In the course of these studies, there is some indication that puberty education interventions may have as good or greater effect on schooling attendance as only provision of sanitary products [ 37 , 38 ]. Reaching all learners with age appropriate sexuality education, however, is a challenge in the South African school setting. Our findings that many female learners had repeated a grade are consistent with a recent analysis of the South African Department of Education data which found that as male and female learners progress in secondary school, there are increases in levels of grade repetition, particularly from Grades 8—11 for all learners [ 40 ]. While this may be indication that learners are not sufficiently prepared in the foundational school years, in the context of our findings flag some of the difficulties in ensuring adequate comprehensive sexuality education CSE and SRH support to a wide age range of learners studying in the same grade with up to a six year age gap between the youngest and oldest learner in a given grade ,. This points to a likely mismatch in age appropriateness and level of information delivered in each grade and may require CSE targeted at age of learners rather than grade. Our findings regarding the preference and acceptability of disposable sanitary pads offer guidance to public sector efforts to provide sanitary products to female learners. However, the sustainability of the provision of pads rather than alternative modern sanitary products in terms of burden on waste disposal systems and environmental impact will need to be addressed. There have been promising efforts in other countries in the region to introduce menstrual cups in schools which are environmentally sustainable, cost effective, safe and have shown the best health outcomes [ 6 , 39 , 41 ]. However, the foundations for the shift should begin now, at policy and curriculum level and through social marketing strategies, supported by research to better understand what some of the challenges and obstacles to uptake and use may look like amongst female learners in the school context. This was an exploratory study conducted in one district in Gauteng which means the findings are not necessarily generalizable to the entire population of South African female learners. Further, the quantitative analysis in this paper focuses on bivariate correlations and thus the relationships found between the key covariates and primary outcome variable may not represent the true net effects. Future research could be designed to capture a more diverse population and examine in more detail other factors that could further explain our results. However, there was high level of convergence between the qualitative and quantitative findings. The findings, however, highlighted that understanding the experiences of younger girls who have recently experienced menarche is important in that there is indication that they will have particular support needs which may need to be accounted for in policy documents or implementation plans. Our findings add to the growing evidence that the provision of sanitary products is only one component of a comprehensive MHM response and that this response needs to be located within a broader SRH framework. Ongoing focus over the link between product access and absenteeism risks excluding consideration of other complex systemic and structural factors which can negatively impact the SRH of learners in the school context, and more broadly. These include the need for increased efforts to provide iterative, high quality and accurate SRH information and support to learners, more work to be done amongst educators in increasing their reproductive health knowledge, including gender sensitization and values clarification, ensuring that school sanitation facilities are hygienic, private and safe, including adequate waste disposal containers and, more broadly, environmentally sustainable waste disposal systems. Fatusi AO, Hindin MJ. Adolescents and youth in developing countries: health and development issues in context. J Adolesc. Article Google Scholar. Tellier S, Hyttel M. Menstrual health Management in East and Southern Africa: a review paper. South Africa: UNFPA East and Southern Africa Regional Office; Google Scholar. South African Department of Women. First east and southern Africa regional symposium improving menstrual health Management for Adolescent Girls and Women: final report, May , Johannesburg, South Africa Sommer M, Hirsch JS, Nathanson C, Parker RG. Comfortably, safely, and without shame: defining menstrual hygiene management as a public health issue. Am J Public Health. Sommer M, Caruso BA, Sahin M, Calderon T, Cavill S, Mahon T, et al. PLoS Med. Sumpter C, Torondel B. A systematic review of the health and social effects of menstrual hygiene management. PLoS One. Article CAS Google Scholar. Hennegan J, Torondel B, Phillips-Howard PA, Sommer M, Montgomery P. Time to talk about menstruation: a response. Phillips-Howard PA, Caruso B, Torondel B, Zulaika G, Sahin M, Sommer M. Menstrual hygiene management among adolescent schoolgirls in low- and middle-income countries: research priorities. Glob Health Action. Phillips-Howard PA, Hennegan J, Weiss HA, Hytti L, Sommer M. Inclusion of menstrual health in sexual and reproductive health and rights. Lancet Child Adolesc Health. Sommer M. Where the education system and women's bodies collide: The social and health impact of girls' experiences of menstruation and schooling in Tanzania. House S, Mahon T, Cavill S. Menstrual hygiene matters: a resource for improving menstrual hygiene around the world. Reprod Health Matters. Dolan CS, Ryus CR, Dopson S, Montgomery P, Scott L. Blind sport in girls' education: menarche and its webs of exclusion in Ghana. J Int Dev. Miiro G, Rutakumwa R, Nakiyingi-Miiro J, Nakuya K, Musoke S, Namakula J, Weiss HA. Menstrual health and school absenteeism among adolescent girls in Uganda MENISCUS : a feasibility study. BMC Womens Health. Sommer M, Sutherland C, Chandra-Mouli V. Putting menarche and girls into the global population health agenda. Reprod Health. Sommer M, Sahin M. Overcoming the taboo: advancing the global agenda for menstrual hygiene management for schoolgirls. Burnet Institute, SurveyMETER, WaterAid Australia, Aliansi Rem aja Independen. Menstrual Hygiene Management in Indonesia: Understanding practices, determinants and impacts among adolescent school girls. Indonesia: UNICEF; Secor-Turner M, Schmitz K, Benson K. Adolescent experience of menstruation in rural Kenya. Nurs Res. Hennegan J, Montgomery P. Do menstrual hygiene management interventions improve education and psychosocial outcomes for women and girls in low and middle income countries? A Systematic Review. Abrahams N, Mathews S, Ramela P. Tropical Med Int Health. Devnarain B, Matthias CR. Poor access to water and sanitation: consequences for girls at a rural school. Scorgie F, Foster J, Stadler J, Phiri T, Hoppenjans L, Rees H, et al. Med Anthropol. Gauteng Provincial Government. Socio-Economic Review and Outlook, Accessed 27 Aug Strauss A, Corbin JM. Basics of qualitative research: techniques and procedures for developing grounded theory. Thousand Oaks: Sage; Ulin PR, Robinson ET, Tolley EE. QualitativeMethods in public health: a field guide for applied research. San Francisco: Jolley-Bass; Three techniques for integrating data in mixed methods studies. Von Elm E, Altman DG, Egger M, Pocock SJ, Gøtzsche PC, Vandenbroucke JP. A detailed definition of menstrual health, including access to information, facilities, and supportive environments, was agreed upon by the Global Menstrual Collective through a multi-stage process and published in While the definition of menstrual health is multi-faceted and spans different sectors, new questions related to menstrual health indicators have been progressively included in household surveys used for national and global water, sanitation and hygiene monitoring. These indicators can be grouped into the following four areas:. Menstrual health is central to achieving multiple Sustainable Development Goals SDGs and fulfilling basic human rights. It is directly linked to SDG target 6. The JMP has expanded its database to incorporate harmonized menstrual health indicators, including a new tab in the JMP Country Files. The JMP progress update on WASH in households included a dedicated section on menstrual health and an Annex summarising available national data on menstrual health for 53 countries. National data on these emerging indicators are typically collected through household surveys that include a women's questionnaire, with a range of questions for women and girls age 15 to 49 who have recently menstruated. In addition to the 1. While menstruation can be a taboo topic, the importance of menstrual health is increasingly recognized, and advances have been made both in terms of norms and monitoring. It holds sessions on sexual and reproductive health and rights for adolescent boys and girls as well as parents, which include information on family planning, menstruation, hygiene, malnutrition and family values. Learning about the menstrual cycle has helped Anne-Marie, 16, count the days and predict when her next period is likely to start. Involving boys in the Mutima sessions makes them realize that girls are smart and have value, she says. When girls and women look after their health, it often improves their standing in new areas, she says, such as participating in household decision-making. This change in dynamics is critical in Burundi, which she notes is ranked as one of the lowest countries on the Human Development Index. A project supported by GAC called HerWASH, which is being implemented in Pakistan, Burkina Faso, Liberia and Sierra Leone by WaterAid Canada, focuses on improving menstrual hygiene to enhance the sexual and reproductive health and rights of women and adolescent girls. Youth leaders dispel myths and misconceptions around menstruation, holding sessions where they help girls understand their menstrual cycles and the changes in their bodies. She says the program is working to change attitudes at the government level so that the importance of menstrual health is explicitly stated in policy guidelines. This would mean that girls and women would have access to water and sanitation facilities even in the most remote and vulnerable communities, adds Schattmann, who is optimistic that change is possible. |
| Menstrual hygiene | UNICEF | Al Jazeera Low GI weight loss. Article Google Scholar Gauteng Provincial Government. Young people. It managemenh both Chitosan for wound healing menstrual hygiene Menstrual health management practices and the broader manabement factors that link menstruation with healthwell-being, gendereducationequityempowermentand human rights in particular the human right to water and sanitation. American Journal of Public Health. We are united by our joint commitment to accelerate progress on menstrual health and hygiene. Educator, School B. |
| Plain English summary | Health This Low GI weight loss managemetn to describe Mnestrual experiences and perceptions of Msnstrual and adolescent girls Low GI weight loss menstrual hygiene management Mendtrual post-earthquake Nepal. They have no access OMAD and long-term health clean running water, public washrooms are few and mainly for men, there is no privacy, no place to rest and the women suffer from many infections. It was conducted in one earthquake-affected district of Nepal and may not therefore be generalizable to all other areas of Nepal. Monitoring SDG targets related to menstrual health Menstrual health is central to achieving multiple Sustainable Development Goals SDGs and fulfilling basic human rights. |
| Menstrual Hygiene Day | J Nurs Educ Pract [Internet]. Trop Med Int Health. Respondent: Electrolyte Homeostasis happens quite a Menstrual health management. The median healrh of money spent on Menstral by college students was Ngultrum Nu 80 1. These indicators can be grouped into the following four areas:. Practice Healthy Habits During Your Period Good menstrual health and hygiene practices can prevent infections, reduce odors, and help you stay comfortable during your period. It affects attendance in school and participation in community life. |
| Menstrual hygiene management - Wikipedia | Scented hygiene products can irritate the skin and impact your natural pH balance. Drink enough liquids. This can help wash out your urinary tract and help prevent infections, like vaginal candidiasis. Track and monitor your period. Your menstrual cycle is a valuable marker for your overall health. Irregular periods can be a sign of conditions like diabetes, thyroid dysfunction, and celiac disease. You can track your period on a calendar or with an app on your phone designed for this purpose. Visit a healthcare provider for your annual check-up. An annual well-woman exam is a full check-up that includes a pap smear , a pelvic exam, and a breast exam. These exams are essential for good reproductive health as they can catch early signs of cancer or other health issues. Menstrual Hygiene Day — May 28 Each year on May 28, Menstrual Hygiene Day is observed to highlight good menstrual hygiene practices during your period and to raise awareness about the importance of access to menstrual products, period education, and sanitation facilities. What You Can Do Everyone can participate in Menstrual Hygiene Day by: Spreading awareness in your community about the importance of good menstrual hygiene habits. Joining a worldwide conversation on social media using MHDay Learning more about other hygiene practices to keep you healthy. Share messages on social media! To download image, right click on the large image and click "Save picture as". Images for Instagram To download image, right click on the large image and click "Save picture as". More Information. gov Heavy Menstrual Bleeding NIH: Menstruation and Menstrual Problems UNICEF. Menstrual Hygiene WHO. Menstrual Hygiene Day Menstruation in Emergencies. Last Reviewed: May 26, Source: Centers for Disease Control and Prevention. Facebook Twitter LinkedIn Syndicate. home Water, Sanitation, and Environmentally Related Hygiene. Links with this icon indicate that you are leaving the CDC website. The Centers for Disease Control and Prevention CDC cannot attest to the accuracy of a non-federal website. Linking to a non-federal website does not constitute an endorsement by CDC or any of its employees of the sponsors or the information and products presented on the website. Emerging national data on each of these indicators have been compiled and harmonized across countries and surveys, to the extent possible, to support cross-country comparison. The data available on the JMP website and progress update are based on the most recent available surveys. The JMP does not currently use a service ladder for menstrual health, as norms and standards relating to menstrual health and associated water, sanitation, and hygiene needs are still evolving. Further work is needed to refine these indicators and evaluate if others may be more relevant. During , the JMP convened experts to seek technical recommendations on updating the JMP core questions for monitoring menstrual health in household surveys, specifically in the questionnaire for individual women. The resulting zero draft of ' Proposed questions on menstrual health for inclusion in household survey questionnaires for individual women ' aims to: provide impactful data that can support national policy and programming changes, reflect the new definition of menstrual health, include emerging recommended questions and indicator domains from MH experts , prioritize questions already being used in national surveys and data collection efforts, maintain comparability with previously used questions to support time series data, and optimize the number of questions while ensuring they are clear and simple. The JMP team is grateful to the following menstrual health experts for their review of the menstrual health chapter in the household report : Therese Mahon WaterAid , Bethany Caruso Emory University , Julie Hennegan Burnet Institute , Janita Bartell UNICEF HQ , Marni Sommer Columbia University , Brooke Yamakoshi UNICEF EAPRO , Sue Cavill consultant. Menstrual Health. The emerging global indicators for menstrual health A detailed definition of menstrual health, including access to information, facilities, and supportive environments, was agreed upon by the Global Menstrual Collective through a multi-stage process and published in These indicators can be grouped into the following four areas: Awareness of menstruation before menarche first menstruation. Use of menstrual materials to capture and contain menstrual blood, such as sanitary pads, cloth, tampons, or cups. These can also be grouped into single-use and reusable materials. Access to a private place to wash and change while at home. Participation in activities during menstruation, such as school, work and social activities. Monitoring SDG targets related to menstrual health Menstrual health is central to achieving multiple Sustainable Development Goals SDGs and fulfilling basic human rights. Enhancing data collection National data on these emerging indicators are typically collected through household surveys that include a women's questionnaire, with a range of questions for women and girls age 15 to 49 who have recently menstruated. |
Video
I tried taking 50+ Supplements a day (to improve my health) - did it work?Menstrual health management -
This involved listing the findings from each component of the study and considering convergence, complementarity or discrepancies.
An active process of seeking out negative cases or disagreements between the two data was also carried out [ 25 ]. The quantitative data collection occurred in parallel to the qualitative component. The survey team consisted of a bilingual male and female research assistant. Each female learner independently completed a paper based, self-administered structured questionnaire consisting of 23 items in a group setting during school hours.
Fieldworkers gave brief instructions and read out an informed consent form, which learners completed before undertaking the survey or opting out of the study. No learners refused to participate in the study.
The survey included questions about age, schooling and race, along with 19 items about MHM. The primary outcome of interest was access to products. Other items about MHM included age at menarche; acceptability and use of different types of sanitary products; disposal of products at school and at home ; and access, affordability and availability of products.
The survey included several questions about absenteeism and menstrual challenges at the most recent period, and about absenteeism and menstrual challenges relating to a period in the last 3 months. Twenty-eight learners did not meet the age inclusion criteria the survey was self-administered, and learners who stated an age lower than the minimum age for inclusion in the study of 16 were excluded , and a further five learners were excluded because they did not provide information about their age.
Four hundred and seventy-two learners were included in the final quantitative analysis. Descriptive statistics were used to analyse the demographic profile of the learners, and their experiences relating to menstrual health management and sanitary products.
Total numbers of learners in the sample along with population proportion estimates and confidence intervals were calculated for each item in the questionnaire, both as aggregates and broken down by school and school quintile to develop an overview of the data that were collected based on a total sample of female learners - the distribution of participants across grades is shown in Table 3.
The key findings from this analysis are used to support the findings from the qualitative analysis and presented as part of the key findings in the results section below.
A bivariate statistical analyses was conducted to understand the relationship between the primary outcome — access to products — and the key factors of interest, including school quintile, the main product used, the main way of accessing products, affordability, school attendance and the primary challenges faced in relation to MHM based on a total of female learners who answered the question relating to access to products.
All analyses were conducted in STATA Participants with missing data for access to sanitary products 1. The reporting of the results followed the STROBE cross sectional reporting guidelines [ 26 ].
The average age of menarche as self-reported amongst female learners in our study was Demographic characteristics for the quantitative survey sample are provided in Table 4.
Three major themes with accompanying sub themes were identified in the final analysis; 1 Differential access to and inequitable distribution of modern sanitary products subthemes: product preferences and acceptability, differential access to modern sanitary products; unintended consequences of an inconsistently applied school-distribution programme ; 2 The relationship between menstrual-related challenges, the school environment and schooling outcomes subthemes: physical discomfort, teasing, and feeling distracted in class, unhygienic sanitation facilities and inadequate rest areas, school absenteeism and 3 Unmet Sexual and Reproductive Health and Rights Needs of Learners subthemes: Menarche preparedness and other SRH information needs, gendered and intergenerational barriers to delivery of comprehensive sexuality education.
We report the results from a bivariate analysis of the quantitative component Table 5 together with the relevant qualitative findings under the theme of access to products.
Very few learners reported using tampons 2. parents know about sanitary pads only. So parents provide materials which they prefer based on what has or is currently working for them.
Educator, School D. Only one learner reported using a menstrual cup. Preference for sanitary products was also influenced by knowledge of product range and the person who purchased them. Overall, two thirds of female learners Girls obtained sanitary products from a number of different sources but most commonly reported obtaining products from family members Nearly one fifth of learners also reported sometimes purchasing products themselves Schools emerged as an important site for accessing products, with one third of female learners The qualitative interviews repeatedly highlighted the supportive nature and value of these school-based initiatives.
I buy the pads for my child but on a bad month I rest easy as the school provides them with a toiletry pack Mother, School J.
Overall, the data pointed to the reality that differential access to sanitary products did negatively impact learners on multiple levels — and particularly so for learners living in financially constrained circumstances.
Most learners are shy. They tend to feel embarrassed around other learners. As you know these learners are from different backgrounds. Some can afford disposable pads whereas others cannot.
Some of these dynamics are responsible for some learners teasing others about how they smell and so forth. Educator, School B. Overall, 96 learners reported being unable to manage their flow In some schools, limited supplies resulted in inequitable distribution of pads amongst learners.
She is the one who locks the office and only give pads to her favourites. Some of us cannot afford pads but she says I can afford just because am wearing Chino pants good quality trousers to school. What if my uncle bought them for me?
How does she know? Female Learner, School H, PID In schools with limited supplies or lacking in guiding policy on the issue, learners were required to specifically request pads from a designated educator which was widely viewed as embarrassing for the learner concerned, who either sent a friend on their behalf or avoided the school supply and borrowed a pad from a friend.
Educator, School J. The circumstance of being too embarrassed to request pads and not being confident to deal with their menses at school was reportedly worse for younger learners, than with older learners.
I think it is because they are experiencing a process that is fairly new to them. Educator, School C. In a number of schools, educators reported that they contributed personal funds so the school could purchase pads for emergency situations or for learners from financially constrained backgrounds.
However, this was solely at the discretion of the individual educators at the different schools, and was insufficient to meet demand as well as being unsustainable. There was a complex interaction between the menstrual challenges experienced by female learners, often amplified or compounded by factors in the school environment, and schooling participation and attendance.
While access to products was a critically important challenge facing some learners, the most widely reported challenge facing all girls during their menses was dysmenorrhea.
Concentration is low to slow especially when they are at the beginning of their period. But we are not permitted to give such a learner medication.
Half the time we give them warm water to drink. Educator, School I. Feelings of anxiety around having soiled oneself negatively affected classroom participation, with female learners reporting reticence to go to the front of the class to write on the chalkboard and needing to be excused more frequently from class to go to the bathroom.
When they are at school they frequently have to go to the toilet which disturbs lessons so they manage their menstruation by wearing bigger pads which are meant for bigger flow. Mother, School I.
Educators identified that younger learners who were still learning to manage their menses appeared to struggle more with these challenges than their older counterparts. While frequent requests to go to the bathroom may be disruptive to the class lesson, refusal of some educators to allow female learners to go to the bathroom until the has class ended compounded feelings of anxiety and distraction.
Some teachers do not allow you to go to the toilet, you must wait until break time. By the time its break time you have soiled on yourself, now the learners laugh at you. Female Learner FGD, School G. The teasing of menstruating learners was raised by all study participants, including male learners.
However, it appeared that this teasing was not only limited to menstruating learners but sexually active female learners more broadly. According to the research assistant, the educator laughed at the comment and walked away without intervening. Male learners participating in the focus group discussions acknowledged that teasing did occur and that some educators did take action to put a stop to it.
Respondent: Some teachers reprimand you on the spot. To an extent which your flaw is made public to compensate for your teasing of the girl. Menstrual hygiene needs include clean, functional and private toilet facilities, appropriate method of waste disposal of used sanitary products and availability of soap and water within the facility.
Two primary disposal methods for used sanitary products were reported by the female learners who participated in the survey: soiled sanitary products were either thrown in the bin or bucket provided Inadequate sanitation and waste disposal facilities appeared to be the key reason behind many learners keeping their soiled pads in their bags to dispose of later at home.
Respondent: I always have an extra pad in my bag and when I change my pad, I roll it up and put it in my bag and I throw it when I get home. Less common disposal methods included throwing sanitary pads in the toilet or pit latrine , burning or burying them.
Disposal methods did not widely differ between schools. The lack of cleanliness and poor condition of learner toilets was consistently highlighted by all categories of study participants, including an independent assessment conducted by the research team via a structured checklist.
The assessment found that many of the school facilities had leaking toilets or basins, some had muddy water over the floor; in addition there were used sanitary pads, tissues, chip packets and sweet wrappers on the floor.
The toilets themselves were reported to have a strong urine smell. Overall, two schools had female toilets that were reported as clean, 6 schools as having somewhat clean toilets and one school not at all. The latter school also had partially functioning learner toilets.
One of the schools had the windows sealed shut by paint which meant no ventilation was possible. No soap was reported in any of the learner toilets in all of the schools. Only two schools had bins for disposal of soiled sanitary materials in the toilet stalls, the balance of schools had no bins at all for soiled sanitary materials in their learner toilets.
I cannot use the toilets because there is no water which makes me not to focus because all I am thinking about is the clean toilet at home that I can use to change my pads. You have to wear this big night pad so that it can last you until after school and then next thing you are smelling … I cannot focus.
Female Learner, School D, Interview PID The issue of inadequate or unclean facilities, however, is complex because it appeared that the toilets were cleaned and resupplied in the mornings but that soap and toilet paper quickly ran out, as well as the deteriorating nature of the hygiene conditions of the toilets.
And even when bins were provided they were not necessarily made use of. Lastly, the lack of a sick bay or appropriate rest area in some of the schools was raised by all groups of participants as a gap in support that the school could offer to menstruating learners. Privacy [is needed] which can be provisioned by making a designated space for menstruating girls to come recuperate and then return to class.
However, each time they are sent to the kitchen for warm water [to drink] and made to sit at reception; and that place is cold. Mother, School A. Interestingly, male learners echoed that menstruating girls required a rest area and highlighted the gendered sensitivities impacting on comfort levels of menstruating girls.
They need their own designated sick-room because right now the staff room is being used as a sick-room. Male teachers are present there and this may hamper them from feeling comfortable thus disclosing to the female what they really need. Male Learner FGD, School H.
In the bivariate analysis, one quarter of respondents However, there was no statistically significant difference between the groups in number of days missed — overall learners on average missed 1.
Teasing also had a role to play. When asked why a learner may miss school when she has her period, one learner replied:. There is also no protection from teasing, teachers just walk away or ignore it.
Missing school on account of menstruation was not viewed as an option by educators and mothers who were qualitatively interviewed. One mother indicated that she allowed her daughter to stay home for one day if she experienced particularly painful menstrual cramps.
Female learners also made no argument for missing school, with some preferring to be at school instead of being assigned household chores should they remain at home.
It appeared more common for learners to come to school initially and then asked to be excused from school early on account of pain or accidentally soiling their clothes.
Levels of knowledge around menstruation were widely variable and learners expressed a number of unmet SRH information and support needs. While female learners in the study demonstrated sound understanding of personal hygiene needs during their menses and understood that they could now conceive a child, very few could correctly explain or understood the menstruation process, with patchy and often incorrect knowledge being offered.
Others had no explanation or understanding as to why menstruation occurred. I just know that dirty blood must come out and you must count 28 days before it comes out again but I do not know what happens inside.
Female learner, School D, PID Interestingly, some male learners in the FGDs displayed greater accuracy in understanding the reason for menstruation than some of the female learners. In the individual interviews, female learners reported variable reactions to menarche, with some learners recalling feelings of excitement and others recounting menarche as a distressing experience because they had no understanding as to what was happening to their bodies.
The majority of learners reported being inadequately prepared for menarche. I think I was It happened at night when I started feeling sick. The next morning it got worse, then I saw blood on my panties and I started panicking thinking which guy did I sleep with because my mom had told me that if I have sex with a boy I will bleed.
I washed my underwear and I hid it under the bed. Female Learner, School C, PID 9. On menarche, most girls reported approaching or being approached by a female family member or educator who assisted with helping them make sense of the experience.
Educators played a key role in normalizing the experience for some students, some of whom chose to approach an educator rather than a parent. Some learners indicated that they had learned about menstruation already in class but there was clear variability in scope, timing and frequency of these lessons with both learners and educators calling for greater depth and application over the issue.
All learners highlighted significant gaps in the quality and consistency of the delivery of sexuality education which is included in Life Orientation lessons as part of the South African school curriculum.
The need to have an iterative conversation about menstruation throughout the Grades was also a clear message from both learner and educators.
Teachers need to explore more than just that paragraph. Teach testable things to teach but also equip learners with the necessary life skills. Respondent 1: What happens when you start your periods and then they stop? I went on my periods in and in they stopped. I went to the clinic and got a referral letter to go see a doctor, but he saw nothing wrong with my situation.
There were also clear broader unaddressed SRH information needs. They shared difficulties in talking to their parents about boyfriends and sex and being too scared to attend the clinics for advice.
We need a person who can come to our school at least once a week to educate us and give us support because these teachers sometimes swear at us and say we are using contraceptives. We also need a school nurse, if you go to the clinic for help.
Yooh they will swear at you until you leave. Female Learner, School G, PID While sexuality education is part of the South African Life Orientation curriculum, gender and social norms emerged as barrier to provision of comprehensive sexuality education.
Male educators, in particular, expressed discomfort in teaching on the topic of menstruation. Because with us Africans talking about sexual health with young girls can be very awkward.
Educator, School H. They talk about sporting activities, eating healthy and exercising. Female teachers also share this information from their own understanding and this does not mean we get the fuller picture.
We are told these things from their personal experience. Male Learner FGD, School D. If it could be explained to us as to how the cycle affects them in terms of symptoms pre and post their period.
I have come to realize that the learners tend to become moody and then as male educators we would react aggressively which may end up making the child feel uncomfortable.
This in turn creates an unconducive atmosphere in the classroom. Lastly, in the home environment, while some male learners reported that their mothers had provided them with information on menstruation, this was not commonly a topic of conversation between many parents and children, reinforcing the importance of accurate and quality sexuality education within schools.
Our findings illustrate the complex relationship between the menstrual-related challenges experienced by female learners in our study, mediated by gendered and structural dynamics within and outside the school environment, and the concomitant impacts on their right to dignity, school participation and attendance.
Adolescence marks a period of tremendous physical, psychological and cognitive change, with adolescent development trajectories and their health outcomes profoundly shaped by their structural and social environments — including the school environment in which learners spend a significant portion of their day.
Some adolescents will experience greater health challenges than others through being differentially situated in terms of risk for poor health, with strong links between socioeconomic status and health behaviour and outcomes [ 1 ].
In this context, a well-designed, consistent and sustainable formal school-based sanitary product distribution programme is crucial, especially in schools that serve poor communities.
However, this programme must be situated within an iterative, high quality and consistently applied SRH educational programme that addresses the myriad of reproductive health challenges that girls face, including and following menarche.
Further, schools need to be supported to increase the availability and quality of sanitation facilities to ensure girls are enabled to properly manage their menses without the risks relating to poor hygiene, social ridicule or negative environmental impact.
However, the age of menarche is not routinely captured in population level surveys and is a data gap, particularly in sub-Saharan Africa, which means that comparisons can only be derived from other studies [ 27 ]. The age of menarche in our study population compared to a number of other South African studies, including an earlier study which reported a mean age of Another two other South African studies which report an average age at menarche of Although this was a small sample size and only conducted in one district of Gauteng, our age of menarche was comparable to other South African studies.
Our study reflected broadly similar findings of recent reviews which have highlighted that girls in low and middle income countries generally have inadequate understanding of menstruation and are not prepared for menarche [ 5 , 14 , 34 ]. These reviews also identify mothers and other female family members as the main sources of menstrual information for young girls but highlight that these adult groups often have gaps in their own knowledge [ 34 ].
In our study, female educators emerged as an important resource for female learners in helping them through menarche or providing support at school during menstruation.
However, male educators may require better support in understanding and teaching on MHM. There were clear information needs amongst both male and female learners participating in our study. While the relationship between teenage pregnancy and school dropout is also complex, teenage pregnancy is a key factor underlying school drop-out amongst female learners in the region [ 35 ], particularly in country contexts where educational policy does not permit learners to return to school after giving birth.
Interestingly, there have been a small number of school-based interventions to determine the impact of provision of modern sanitary materials on schooling outcomes [ 6 , 36 , 37 , 38 , 39 ].
In the course of these studies, there is some indication that puberty education interventions may have as good or greater effect on schooling attendance as only provision of sanitary products [ 37 , 38 ].
Reaching all learners with age appropriate sexuality education, however, is a challenge in the South African school setting. Our findings that many female learners had repeated a grade are consistent with a recent analysis of the South African Department of Education data which found that as male and female learners progress in secondary school, there are increases in levels of grade repetition, particularly from Grades 8—11 for all learners [ 40 ].
While this may be indication that learners are not sufficiently prepared in the foundational school years, in the context of our findings flag some of the difficulties in ensuring adequate comprehensive sexuality education CSE and SRH support to a wide age range of learners studying in the same grade with up to a six year age gap between the youngest and oldest learner in a given grade ,.
This points to a likely mismatch in age appropriateness and level of information delivered in each grade and may require CSE targeted at age of learners rather than grade. Our findings regarding the preference and acceptability of disposable sanitary pads offer guidance to public sector efforts to provide sanitary products to female learners.
However, the sustainability of the provision of pads rather than alternative modern sanitary products in terms of burden on waste disposal systems and environmental impact will need to be addressed. There have been promising efforts in other countries in the region to introduce menstrual cups in schools which are environmentally sustainable, cost effective, safe and have shown the best health outcomes [ 6 , 39 , 41 ].
However, the foundations for the shift should begin now, at policy and curriculum level and through social marketing strategies, supported by research to better understand what some of the challenges and obstacles to uptake and use may look like amongst female learners in the school context.
This was an exploratory study conducted in one district in Gauteng which means the findings are not necessarily generalizable to the entire population of South African female learners. Further, the quantitative analysis in this paper focuses on bivariate correlations and thus the relationships found between the key covariates and primary outcome variable may not represent the true net effects.
Future research could be designed to capture a more diverse population and examine in more detail other factors that could further explain our results. However, there was high level of convergence between the qualitative and quantitative findings.
The findings, however, highlighted that understanding the experiences of younger girls who have recently experienced menarche is important in that there is indication that they will have particular support needs which may need to be accounted for in policy documents or implementation plans.
Our findings add to the growing evidence that the provision of sanitary products is only one component of a comprehensive MHM response and that this response needs to be located within a broader SRH framework.
Ongoing focus over the link between product access and absenteeism risks excluding consideration of other complex systemic and structural factors which can negatively impact the SRH of learners in the school context, and more broadly.
These include the need for increased efforts to provide iterative, high quality and accurate SRH information and support to learners, more work to be done amongst educators in increasing their reproductive health knowledge, including gender sensitization and values clarification, ensuring that school sanitation facilities are hygienic, private and safe, including adequate waste disposal containers and, more broadly, environmentally sustainable waste disposal systems.
Fatusi AO, Hindin MJ. Adolescents and youth in developing countries: health and development issues in context. J Adolesc. Article Google Scholar. Tellier S, Hyttel M. Menstrual health Management in East and Southern Africa: a review paper. South Africa: UNFPA East and Southern Africa Regional Office; Google Scholar.
South African Department of Women. First east and southern Africa regional symposium improving menstrual health Management for Adolescent Girls and Women: final report, May , Johannesburg, South Africa Sommer M, Hirsch JS, Nathanson C, Parker RG.
Comfortably, safely, and without shame: defining menstrual hygiene management as a public health issue. Am J Public Health. Sommer M, Caruso BA, Sahin M, Calderon T, Cavill S, Mahon T, et al.
PLoS Med. Sumpter C, Torondel B. A systematic review of the health and social effects of menstrual hygiene management. PLoS One. Article CAS Google Scholar. Hennegan J, Torondel B, Phillips-Howard PA, Sommer M, Montgomery P.
Time to talk about menstruation: a response. Phillips-Howard PA, Caruso B, Torondel B, Zulaika G, Sahin M, Sommer M. Menstrual hygiene management among adolescent schoolgirls in low- and middle-income countries: research priorities.
Glob Health Action. Phillips-Howard PA, Hennegan J, Weiss HA, Hytti L, Sommer M. Inclusion of menstrual health in sexual and reproductive health and rights.
Lancet Child Adolesc Health. Sommer M. Where the education system and women's bodies collide: The social and health impact of girls' experiences of menstruation and schooling in Tanzania.
House S, Mahon T, Cavill S. Menstrual hygiene matters: a resource for improving menstrual hygiene around the world. Reprod Health Matters. Dolan CS, Ryus CR, Dopson S, Montgomery P, Scott L. Blind sport in girls' education: menarche and its webs of exclusion in Ghana. J Int Dev.
Miiro G, Rutakumwa R, Nakiyingi-Miiro J, Nakuya K, Musoke S, Namakula J, Weiss HA. Menstrual health and school absenteeism among adolescent girls in Uganda MENISCUS : a feasibility study.
BMC Womens Health. Sommer M, Sutherland C, Chandra-Mouli V. Putting menarche and girls into the global population health agenda. Reprod Health. Sommer M, Sahin M. Overcoming the taboo: advancing the global agenda for menstrual hygiene management for schoolgirls.
Burnet Institute, SurveyMETER, WaterAid Australia, Aliansi Rem aja Independen. Menstrual Hygiene Management in Indonesia: Understanding practices, determinants and impacts among adolescent school girls.
Indonesia: UNICEF; Secor-Turner M, Schmitz K, Benson K. Adolescent experience of menstruation in rural Kenya. Nurs Res. Use only water to rinse your vulva. The vagina is a self-cleaning organ.
Changing the natural pH balance of your vagina by washing or using chemicals to cleanse out the vagina can be harmful and may result in a yeast infection or bacterial vaginosis. Use unscented toilet paper, tampons, or pads.
Scented hygiene products can irritate the skin and impact your natural pH balance. Drink enough liquids. This can help wash out your urinary tract and help prevent infections, like vaginal candidiasis. Track and monitor your period.
Your menstrual cycle is a valuable marker for your overall health. Irregular periods can be a sign of conditions like diabetes, thyroid dysfunction, and celiac disease.
You can track your period on a calendar or with an app on your phone designed for this purpose. Visit a healthcare provider for your annual check-up.
An annual well-woman exam is a full check-up that includes a pap smear , a pelvic exam, and a breast exam. These exams are essential for good reproductive health as they can catch early signs of cancer or other health issues.
Menstrual Hygiene Day — May 28 Each year on May 28, Menstrual Hygiene Day is observed to highlight good menstrual hygiene practices during your period and to raise awareness about the importance of access to menstrual products, period education, and sanitation facilities.
What You Can Do Everyone can participate in Menstrual Hygiene Day by: Spreading awareness in your community about the importance of good menstrual hygiene habits. Joining a worldwide conversation on social media using MHDay Learning more about other hygiene practices to keep you healthy.
Share messages on social media! To download image, right click on the large image and click "Save picture as". Images for Instagram To download image, right click on the large image and click "Save picture as".
More Information. gov Heavy Menstrual Bleeding NIH: Menstruation and Menstrual Problems UNICEF. Menstrual Hygiene WHO. Menstrual Hygiene Day Menstruation in Emergencies.
Last Reviewed: May 26, Source: Centers for Disease Control and Prevention. Facebook Twitter LinkedIn Syndicate.
A period OMAD and long-term health when the uterus Menstruql blood Kidney detox diets tissue manafement the uterine lining and Mensttrual your body through managemdnt vagina. Good menstrual health and OMAD and long-term health practices can prevent infections, reduce odors, Low GI weight loss help you Mensrrual comfortable during hezlth period. You Low GI weight loss choose many types of menstrual products to managemeng or collect Skinfold measurement protocols during Menstfual period, including sanitary pads, tampons, menstrual cups, menstrual discs, and period underwear. Follow these tips when you are using menstrual products, in addition to instructions that come with the product:. Talk to a doctor if you experience a change in odor, have extreme or unusual pain, or have more severe period symptoms than usual such as a heavier flow or longer period. Each year on May 28, Menstrual Hygiene Day is observed to highlight good menstrual hygiene practices during your period and to raise awareness about the importance of access to menstrual products, period education, and sanitation facilities. Share the social media graphics below to promote Menstrual Hygiene Day and use the MHDay hashtag.
Wacker, Ihre Phrase einfach ausgezeichnet
Ich biete Ihnen an, die Webseite, mit der riesigen Zahl der Artikel nach dem Sie interessierenden Thema zu besuchen.
Welche nötige Wörter... Toll, die ausgezeichnete Phrase
entschuldigen Sie, die Phrase ist gelöscht
Es wird ihm umsonst nicht gehen.