Influence and Involvement of Teachers in Menstrual Hygiene Management of Female Secondary School Students in Kogi State, Nigeria

Abstract

Menstrual hygiene management (MHM) remains a significant public health and educational issue, particularly in low- and middle-income countries. This study explores the influence and involvement of teachers in the menstrual hygiene management of female secondary school students in Kogi State, Nigeria. A descriptive cross-sectional design was employed, with a sample of 300 teachers from both public and private secondary schools selected through a multi-stage sampling method. Data were collected via structured questionnaires and focus group discussions, and analyzed using SPSS version 26. Findings indicate a generally high level of knowledge about menstruation among teachers, with 95.7% agreeing that girls should be educated before menarche. However, persistent myths remain, including beliefs that menstruation is a disease or that it signifies readiness for marriage. Moreover, 65% of teachers were found to demonstrate poor MHM practices, and qualitative findings revealed low levels of teacher involvement, especially among male teachers. Cultural taboos, lack of training, and gender norms were identified as major barriers to effective teacher engagement in MHM. Statistical analysis showed no significant relationship between teachers’ knowledge and their practices (p > 0.05), suggesting that awareness alone does not translate into supportive behavior. The study concludes that systemic changes, including teacher training, infrastructural improvements, and policy reforms, are needed to improve MHM in schools. It recommends multi-level interventions to equip teachers with the knowledge, skills, and institutional support required to promote menstrual dignity among adolescent girls.