Disruptive Periods in Education

By Paige Inocencio of 10-Temperance

Graphic by Jasmine Ong

SOUTHEAST ASIA’S conservative culture hinders discussions about periods and the issue of period poverty. It is rare for reliable information about how to manage menstrual hygiene to be within one’s reach, especially during a health crisis. Period poverty goes beyond the inability to acquire proper menstrual hygiene management (MHM) in private and public facilities, seeing as 8% of girls in the country have missed school because of their period. The myths about menstruation and the inadequate access to hygienic facilities have created barriers in education for people who menstruate, in addition to the cultural shame that already surrounds what is considered a taboo.

A 2012 assessment conducted by UNICEF and the Center for Global Safe Water at Emory University explored the MHM challenges faced by female students in Masbate and Metro Manila. It highlights how misinformation and unsupported beliefs on the topic have created confusion amongst the students with regards to effective period management. At present time, it has become a challenge for organizations to distribute menstrual hygiene products whilst still being able to follow both social distancing measures and quarantine protocols in their area. Despite having basic knowledge about the biological reasons for periods, students have to rely heavily on the guidance provided by their communities—which may include myths. One of the myths that might sound familiar would be the “no bathing during periods” myth, as this is said to cause infertility; this is only one of the many pieces of misinformation students observe as period education is rarely offered. Just as beliefs differ depending on locations, myths about menstruation are not as prevalent in urban settings such as Metro Manila as compared to rural areas such as Masbate, for students view these beliefs to be more compelling whenever they are told of possible consequences that could occur. One thing in common however, is the confusion they have had to endure as the result of misinformation and misguided practices that originate from both rural and urban areas.

The environment in the Philippines is not equipped to accommodate menstrual health

needs, and this concern intensifies for those living in low-income households. The only positive aspect of the country’s MHM is how sanitary pads can be found in local sari-sari stores that sell products at a relatively affordable price, but this is not always the case. There have been reports of girls resorting to cutting up their clothes or using tissue paper to create makeshift pads. Other than sanitary pads, the facilities that they should be able to use comfortably often lack a sufficient amount of water and contain toilets that are out-of-use. As part of their responsibility to improve the quality of basic education, the Department of Education should take into account the poor infrastructure of hygiene facilities, as well as the limited access to sanitary products, because these are the roots of absenteeism and reduced participation amongst students.

Since periods are an avoided topic of discussion, MHM concerns are disregarded. Improvements are yet to be made with regards to the inadequate hygiene facilities that disrupt students’ educations and futures. Furthermore, individuals have the tendency to contribute to period shaming because they have minimal knowledge about the process and the severity of period poverty amongst those living in developing countries. The adjustment phase of periods can be unbearable with the pain and fatigue, but absences are unfortunately not always excused. This is considered an act of period shaming, as such absences are vital to improving their mental and physical state, both of which are needed to perform well academically.

What should be accepted as a natural process of puberty has turned into monthly experiences that should not be spoken about in a society that portrays periods as unpleasant and taboo. Integrating menstrual hygiene in education materials that are inclusive to all would be a step towards ending these stigmas and providing wider access to hygiene products and overall healthcare.

References:

(n.a.). (2012). WASH in Schools Empowers Girls’ Education in Masbate Province and Metro Manila, Philippines. Retrieved from: https://www.unicef.org/wash/schools/files/Philippines_MHM_Booklet_DM_15__Nov_1010_Single-_Philippines.pdf

Kiefer, T. (2019, May 23). It's time for action. Period. Retrieved from https://blogs.worldbank.org/voices/its-time-for-action-period