A growing body of research is highlighting the hidden impact of menstrual stigma on girls’ education, mental well-being, and school participation across developing countries. New findings from Madagascar show that targeted school-based interventions can significantly improve academic performance and reduce stress among adolescent girls.
The study, led through collaboration with J-PAL Africa and humanitarian organization CARE Madagascar, examined the effects of a program called KILONGA, designed to address menstrual stigma in schools and communities.
Researchers found that social shame and silence surrounding menstruation continue to affect girls’ confidence, social inclusion, and ability to learn. In many communities, menstruation remains a taboo subject, leaving girls with limited information and little emotional support during adolescence.
The KILONGA initiative approached the issue as a broader social norm rather than an individual challenge. The program involved teachers, parents, local communities, and students through menstrual health education, improved sanitation facilities, reusable sanitary pad production, and peer-led awareness campaigns.
One of the program’s most innovative components focused on empowering “Young Girl Leaders” who openly discussed menstruation and encouraged conversations among classmates, helping challenge stigma and normalize menstrual health discussions within schools.
The results showed measurable improvements in both education and well-being. Girls participating in the program experienced better academic outcomes, higher grade progression rates, lower stress levels, and stronger social connections at school. Researchers concluded that reducing menstrual stigma can directly contribute to improved learning environments and educational performance.
The findings have since influenced policy discussions in Madagascar, leading to collaboration between researchers, CARE, and the Ministry of Education to explore expanding the program into more rural secondary schools.
The research also reinforces a broader development lesson: psychosocial conditions in schools play a major role in learning outcomes, especially for girls. Experts argue that addressing menstrual health and stigma should be treated as an essential part.
