Biology Investigatory Project Class 12 Menstrual hygiene practices among school-going girls (Silent Struggle)

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Menstrual hygiene practices

1. Cover Page, Certificate, and Acknowledgement

the CBSE Class 12 Biology project (Menstrual hygiene practices among school-going girls) assets — Cover Page, Certificate, and Acknowledgement — in print‑ready format for your investigatory file. (Click to download)

Menstrual hygiene practices

2. Objective

The primary objective of this investigatory project Menstrual hygiene practices is to assess and analyse the prevailing menstrual hygiene practices among school-going girls (aged 14-18 years) in selected urban and semi-urban schools. Specific aims include:

  1. To evaluate the awareness levels regarding the biological process of menstruation.
  2. To document the types of menstrual absorbents used and the factors influencing their choice (e.g., cost, availability, awareness).
  3. To study the hygiene-related practices during menstruation, such as frequency of changing absorbents, personal hygiene, and disposal methods.
  4. To identify common menstrual disorders reported and the help-seeking behaviour associated with them.
  5. To analyse the role of socio-cultural factors and sources of information (mothers, schools, media) in shaping menstrual hygiene management (MHM).
  6. To suggest recommendations based on findings to promote better menstrual health and hygiene.

Menstrual hygiene practices

3. Introduction

Menstruation, a natural and vital biological process indicative of reproductive health, is often shrouded in stigma, taboos, and misinformation in many societies, including India. For adolescent girls, menarche (the onset of menstruation) can be a confusing and anxious experience, especially if they are unprepared. Menstrual Hygiene Management (MHM) is defined by UNICEF and WHO as the use of clean menstrual absorbents, which can be changed in privacy as often as necessary, practices such as washing with soap and water and using safe disposal facilities.

Poor menstrual hygiene can lead to severe health repercussions, including Reproductive Tract Infections (RTIs), urinary tract infections, and other gynaecological problems. Beyond physical health, it impacts psychosocial well-being, leading to school absenteeism, diminished concentration, and a sense of shame, thereby affecting educational outcomes and gender equality.

The Government of India has initiated schemes like the ‘Rashtriya Kishor Swasthya Karyakram’ (RKSK) and the promotion of low-cost sanitary pads to improve MHM. However, a significant gap persists between policy and ground-level practices, influenced by deep-rooted socio-cultural norms, economic constraints, and lack of comprehensive education.

This project Menstrual hygiene practices, therefore, seeks to delve into the real-world practices of adolescent girls, a critical demographic at the intersection of biology and social behaviour. By understanding their knowledge, attitudes, and practices, we can identify the lacunae and reinforce the importance of menstrual hygiene as an integral component of public health, aligning with the NCERT curriculum’s emphasis on reproductive health (Class XII Biology).

Menstrual hygiene practices

4. Theory & review

4.1. Biological Basis of Menstruation:
Menstruation is part of the menstrual cycle, a series of cyclic changes in the ovaries and the endometrium of the uterus, preparing it for a possible pregnancy. It is governed by the interplay of hormones—GnRH from the hypothalamus, FSH and LH from the anterior pituitary, and estrogen and progesterone from the ovaries. The shedding of the endometrial lining in the absence of fertilization results in menstrual flow, which consists of blood, mucus, and uterine tissue. A normal cycle lasts 21-35 days, with menstrual flow lasting 2-7 days.

4.2. Menstrual Hygiene and Health Risks:
Using unhygienic materials like old cloth, ashes, or newspapers can introduce pathogens. Prolonged use of the same absorbent creates a moist environment conducive to microbial growth. Poor personal hygiene can lead to:

  • Reproductive Tract Infections (RTIs): Bacterial vaginosis, candidiasis.
  • Urinary Tract Infections (UTIs): From fecal contamination.
  • Skin Irritations: Rashes, dermatitis.
  • Toxic Shock Syndrome: A rare but serious bacterial infection associated with prolonged tampon use.

4.3. Socio-Cultural and Environmental Context:
Menstruation is often associated with restrictions on mobility, dietary habits, and religious participation. These taboos can instill shame and hinder open discussion. Environmentally, non-biodegradable sanitary pads pose a significant waste management challenge. Sustainable options like menstrual cups and biodegradable pads are emerging but require awareness.

Menstrual hygiene practices

5. Materials & methodology

Type of Study: Descriptive, cross-sectional survey-based study.

Duration of Study: Three months (December 2024 – February 2025).

Study Population: School-going adolescent girls from Class IX to XII (aged 14-18 years).

Sample Size: 150 girls (75 from an urban private school and 75 from a semi-urban government school).

Materials Used:

  1. Self-designed, structured, and anonymous questionnaire (pre-tested for clarity).
  2. Informed consent forms for participants and parents/guardians.
  3. Data recording sheets and digital tools (Google Forms/Excel) for analysis.
  4. Educational charts and models (for post-survey interactive session).

Method:

  1. Permissions: Prior permission was obtained from school principals and class teachers. Informed consent was secured from parents and assent from participants.
  2. Data Collection: The questionnaire was administered in a controlled, confidential setting during school hours. It contained sections on:
    • Demographic details.
    • Knowledge about menstruation (source, biological understanding).
    • Practices (type of absorbent, frequency of change, cleaning habits, disposal).
    • Restrictions faced and school facilities (availability of clean toilets, water, disposal bins).
    • Health issues encountered and help-seeking behaviour.
  3. Data Analysis: Collected data was compiled and analysed using simple statistical methods (percentages, bar graphs, pie charts). A comparative analysis between urban and semi-urban responses was performed.
  4. Ethical Consideration: Anonymity and confidentiality were strictly maintained. Participation was voluntary and followed a full explanation of the study’s purpose.

Menstrual hygiene practices

6. Observations & results

Data from 150 respondents were compiled and analyzed. Key findings are summarized below:

1. Demographic Profile:

  • Age range: 14-18 years (Mean: 16.2 years).
  • Age at Menarche: Ranged from 11 to 14 years (Mean: 12.6 years).

2. Awareness and Source of Information:

  • 82% of urban girls and 58% of semi-urban girls were aware of menstruation before menarche.
  • Primary Source of Information:
    • Mother: Urban (68%), Semi-urban (80%).
    • Teachers/School: Urban (20%), Semi-urban (10%).
    • Friends/Media: Urban (12%), Semi-urban (10%).

3. Menstrual Absorbent Used:

  • Urban School: Commercial sanitary pads (92%), Tampons (5%), Cloth (3%).
  • Semi-urban School: Commercial sanitary pads (65%), Reusable cloth (35%).
  • Reasons for using cloth: Cost-effectiveness, family tradition, lack of accessibility to pads.

4. Hygiene Practices:

  • Frequency of Changing Absorbent:
    • Every 4-6 hours: Urban (78%), Semi-urban (45%).
    • More than 8 hours: Urban (10%), Semi-urban (42%).
  • Cleaning of Genital Area: 88% urban and 72% semi-urban girls reported washing with water and soap during menses.
  • Disposal Method for Pads:
    • Wrapped and thrown in dustbin: Urban (85%), Semi-urban (60%).
    • Burning/Burying: Semi-urban (35%).
    • Flushing: Urban (5%).

5. School Facilities & Absenteeism:

  • Availability of Separate, Clean Toilets with Water and Disposal Bin:
    • Urban School: 95% reported ‘Yes’.
    • Semi-urban School: 55% reported ‘Yes’.
  • 18% of semi-urban girls and 8% of urban girls reported missing school during menstruation, primarily due to pain, lack of facilities, and fear of staining.

6. Reported Health Issues:

  • Common problems: Abdominal cramps (78%), itching/irritation (Semi-urban: 40%, Urban: 18%), white discharge (30%).
  • Consultation for Problems: Mostly with mother (70%). Only 25% consulted a doctor for severe issues.

7. Socio-Cultural Restrictions:

  • Common restrictions reported: Not entering temple/kitchen (65%), avoiding certain foods (45%), not participating in sports (30%).

Menstrual hygiene practices

7. Discussion

The study reveals a significant disparity in menstrual hygiene practices and awareness between urban and semi-urban settings. While awareness is higher in urban areas, a concerning reliance on mothers as the almost exclusive source of information persists across both groups, highlighting a systemic gap in formal, school-based sexuality education.

The high usage of commercial pads in urban areas indicates better access and affordability, yet the environmental disposal concern remains. In semi-urban areas, the use of cloth, often washed improperly and dried in hidden, unhygienic places due to shame, poses a substantial health risk. The lower frequency of changing absorbents, particularly in semi-urban areas, is a direct contributor to infections like itching and RTIs.

The inadequacy of Water, Sanitation, and Hygiene (WASH) facilities in semi-urban schools is a critical finding, directly correlating with higher absenteeism. This not only affects educational continuity but also reinforces the notion that menstruation is an impediment.

The prevalence of socio-cultural restrictions underscores the deep internalization of menstrual taboos, affecting the psychosocial well-being of girls. The reported health issues, often managed at home rather than through medical consultation, point towards a normalization of discomfort and lack of access to professional healthcare advice.

This study aligns with national and global concerns regarding MHM. It emphasizes that menstrual hygiene is not merely a biological issue but a complex socio-economic and cultural challenge that requires a multi-pronged intervention.

Menstrual hygiene practices

8. Conclusion

The investigatory project Menstrual hygiene practices concludes that while there is a baseline level of awareness about menstruation among school-going girls, the translation of this knowledge into safe, hygienic, and stigma-free practices is inadequate, with notable urban-rural disparities. Key gaps identified include:

  1. Lack of comprehensive, formal, and scientific education on menstruation in schools.
  2. Economic and accessibility barriers to safe absorbents.
  3. Inadequate WASH infrastructure in schools.
  4. Persistent socio-cultural taboos restricting girls’ lives.
  5. Poor health-seeking behaviour for menstrual disorders.

Menstrual hygiene is a fundamental right and a cornerstone of gender equality and reproductive health. Bridging these gaps is essential for the empowerment of adolescent girls.

Menstrual hygiene practices

9. Bibliography

  1. National Council of Educational Research and Training (NCERT). (2023). Biology, Textbook for Class XII. New Delhi: NCERT. (Chapter 4: Reproductive Health).
  2. World Health Organization (WHO). (2023). Menstrual Health and Hygiene. Retrieved from WHO.int.
  3. UNICEF. (2019). Guidelines on Menstrual Health and Hygiene. New York: UNICEF.
  4. Government of India, Ministry of Health and Family Welfare. (2014). Rashtriya Kishor
  5. Online Resources (for conceptual understanding only):

Menstrual hygiene practices

10. Appendix

Appendix I: 

(Title: Survey on Menstrual Awareness and Hygiene Practices)

Confidentiality Assurance: This is an anonymous survey for an educational research project Menstrual hygiene practices. Your identity will not be disclosed. Please answer honestly. Your participation is voluntary. Thank you for your time.

Part A: General Information

  1. Age: ______ years
  2. Class: ______
  3. School Type: Government / Private-Aided / Private-Unaided
  4. Location: Urban / Semi-urban / Rural
  5. Age at which your first period (menarche) occurred: ______ years

Part B: Awareness and Knowledge

  1. Were you aware of menstruation before you got your first period?
    • ( ) Yes
    • ( ) No
  2. Who was your primary source of information about menstruation? (You can choose more than one)
    • ( ) Mother
    • ( ) Sister
    • ( ) Father
    • ( ) Teacher
    • ( ) Friends
    • ( ) Books/Magazines
    • ( ) Internet/Social Media
    • ( ) Healthcare Worker (Doctor/Nurse)
    • ( ) Other (Please specify): ____________________
  3. Do you understand the biological reason for menstruation (that it is linked to the reproductive cycle)?
    • ( ) Yes, clearly
    • ( ) Only a little
    • ( ) No, not at all

Part C: Practices During Menstruation

  1. What type of menstrual absorbent do you MOST OFTEN use currently?
    • ( ) Disposable sanitary pads
    • ( ) Reusable cloth
    • ( ) Tampons
    • ( ) Menstrual cup
    • ( ) Other: ____________________
  2. What influences your choice of the above absorbent? (You can choose more than one)
    • ( ) Comfort
    • ( ) Availability
    • ( ) Cost/Affordability
    • ( ) Advice from mother/family
    • ( ) Fear of leaks
    • ( ) Knowledge from advertisements
    • ( ) Environmental concerns
  3. How often do you change your menstrual absorbent on a heavy flow day?
    • ( ) Every 2-4 hours
    • ( ) Every 4-6 hours
    • ( ) Every 6-8 hours
    • ( ) Only twice a day (Morning & Night)
    • ( ) Less than twice a day
  4. How do you clean/wash your genital area during menstruation?
    • ( ) With soap and water, every time I change
    • ( ) With only water, every time I change
    • ( ) Irregularly/Only during bath
    • ( ) Do not wash specifically during periods
  5. How do you usually dispose of used sanitary pads?
    • ( ) Wrap and throw in household dustbin
    • ( ) Wrap and throw in school/public dustbin
    • ( ) Burn them
    • ( ) Bury them
    • ( ) Flush them down the toilet
    • ( ) Other: ____________________

Part D: School and Social Environment

  1. Does your school have the following facilities for girls?
    • a) Separate toilet for girls: ( ) Yes ( ) No
    • b) Availability of water in the toilet: ( ) Always ( ) Sometimes ( ) Never
    • c) Soap for washing: ( ) Yes ( ) No
    • d) A closed dustbin for disposal inside the toilet: ( ) Yes ( ) No
  2. Have you ever missed school due to menstruation?
    • ( ) Yes, frequently
    • ( ) Yes, sometimes
    • ( ) Rarely
    • ( ) Never

If yes, what is the main reason? ____________________

  1. Are you expected to follow any restrictions at home during your periods? (e.g., not entering kitchen/temple, not touching certain foods, not participating in activities)
    • ( ) Yes, many restrictions
    • ( ) Yes, a few restrictions
    • ( ) No restrictions

Part E: Health and Well-being

  1. Do you commonly experience any of the following during or around your periods? (You can choose more than one)
    • ( ) Severe abdominal cramps/pain
    • ( ) Backache/Body ache
    • ( ) Excessive tiredness
    • ( ) Itching, rash, or irritation in the genital area
    • ( ) Unusual/ foul-smelling discharge
    • ( ) Heavy bleeding (soaking a pad in <2 hours)
    • ( ) No significant problems
  2. If you face a serious menstrual health problem (like severe pain, heavy bleeding, or infection), whom do you consult first?
    • ( ) Mother/Female guardian
    • ( ) Sister/Friend
    • ( ) School Teacher/Nurse
    • ( ) Doctor/Gynecologist
    • ( ) Do not consult anyone
    • ( ) Other: ____________________
  3. Do you feel comfortable discussing menstrual concerns or questions with:
    • a) Your Mother: ( ) Yes ( ) No ( ) Sometimes
    • b) Your Female Teacher: ( ) Yes ( ) No ( ) Sometimes
    • c) A Doctor: ( ) Yes ( ) No ( ) Sometimes

Part F: Suggestions (Optional)

  1. What, in your opinion, can schools do to better support girls during menstruation?

Click here for any Help, Click here for any Suggestions.

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