The Educational Impact of Menstrual Stigma on Schoolgirls: Experience from Selected Districts of Lumbini Province

Abstract

Menstrual stigma remains a pervasive barrier to girls’ education in South Asia, particularly in Nepal, where cultural taboos, psychological distress, and infrastructural inadequacies intersect to limit academic engagement. This study aims to identify cultural beliefs and practices related to menstruation, explore the underlying causes of their persistence, and assess their impact on girls’ educational participation and psychological well-being. Adopting an explanatory sequential mixed methods design, the research integrates quantitative and qualitative evidence to provide a comprehensive understanding of menstrual culture and education. Quantitative data were collected through a structured questionnaire survey of 400 secondary school girls, while qualitative insights were obtained from 12 key informant interviews involving teachers, guardians, and religious leaders. Quantitative findings indicate that psychological factors—such as fear of leakage, shame, and anxiety—significantly predict school absenteeism and classroom disengagement (β = 0.263, p < .001). Cultural restrictions, including food taboos and temple bans, also contribute to educational exclusion (β = 0.177, p < .001). Qualitative themes reveal that social silence, inadequate facilities, and inconsistent teacher support reinforce menstrual stigma, though girls show resilience through peer networks and adaptation. Interpreted through social cognitive and cultural frameworks, the study underscores menstruation as a critical dimension of educational equity and advocates for menstrual education, improved WASH facilities, community awareness, and policy-level reform.