Evaluating Menstrual Hygiene Practices and School Absenteeism Among Adolescent Girls in Lumbini Province, Nepal
Bibliographic record
Abstract
This study applied cross-sectional study design to investigate the relationship between menstrual hygiene practices and school absenteeism among adolescent girls in grades nine and ten in Lumbini Province, Nepal. The research investigated how social norms, religious customs, and the availability of facilities and hygiene products affect girls' involvement in school activities while menstruating. The study used a purposive sampling method to recruit participants and self-administered semi-structured questionnaires to collect the data. Key findings include more than one-third of the participants who experienced menarche at the age of 13 years. Among the total participants, 61% received information about menstruation primarily from friends and family members. Notably, 40% of participants were adversely affected by the lack of safe hygiene facilities and resources at school. Furthermore, 43% reported missing homework submissions and class tests during menstruation, while 32% missed regular learning and extracurricular activities. Additionally, 17% missed final examinations and had to repeat the same class. The study suggests the need for targeted programs to improve school infrastructure and implement additional arrangements for missed assignments and final examinations to address the challenges faced by adolescent girls in Lumbini Province, Nepal. Key words: Menstrual hygiene practices, school absenteeism, adolescent girls, social norms, infrastructure, educational interventions. and Nepal.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.025 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".