A comparative study conducted in Zambia has shed light on the issue of menstrual poverty among female learners in both urban and rural government schools. The study reveals disparities in menstrual knowledge, practices, and attitudes between learners in urban and rural settings.
In Zambia, like many other developing countries, menstrual poverty remains a significant challenge affecting the education and well-being of female learners. The lack of access to menstrual products and inadequate facilities pose health risks and lead to social stigma. The study aimed to address these pressing issues by examining the differences in knowledge, attitudes, and practices regarding menstrual poverty among female learners in government schools in both urban and rural areas of Zambia.
The research utilized a mixed-method sequential explanatory design, combining quantitative and qualitative approaches. A cross-sectional survey of 447 female learners was conducted in urban and rural areas using a multistage stratified sampling approach. The findings revealed that urban female learners had a more comprehensive understanding of menstruation compared to their rural counterparts.
Emotional responses to menarche varied among learners in both urban and rural settings, with fear and discomfort being common. Support-seeking behaviors and cultural beliefs also differed geographically. Rural learners often turned to herbal remedies for menstrual management. Additionally, dissatisfaction with sanitary facilities was reported by over 50% of learners in both urban and rural schools, citing concerns such as cleanliness, privacy, and inadequate handwashing amenities.
The study emphasizes the need for government funding to implement comprehensive menstrual health education in all public schools to create a supportive environment for menstruating learners. Collaboration with the Ministry of Health is crucial to ensure access to essential resources, including pain relief and gender-sensitive facilities. Addressing menstrual poverty requires a multifaceted approach that includes education, access to menstrual products, and improved sanitary facilities in schools.
Overall, the study provides valuable insights into the challenges faced by female learners in Zambia regarding menstrual hygiene and underscores the importance of addressing menstrual poverty to ensure the well-being and academic success of girls in both urban and rural settings.
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