Evaluating a school-based educational intervention on boys’ and girls’ menstrual health knowledge and attitudes

Objective: Menstrual health is essential for adolescent well-being, yet boys’ and girls’ knowledge about menstruation often remains limited. Stigma, misconceptions, and the lack of formal education may discourage help-seeking and reinforce taboos and restrictions. This study evaluated a school-based educational intervention designed to improve menstrual health knowledge and attitudes among high school students. Design and setting: This quasi-experimental pre–post study involved a programme consisting of two interactive sessions: the first delivered to mixed-sex groups to build foundational knowledge and address stigma, and a second for girls only focusing on symptom management and strategies to access healthcare. Methods: Pre- and post-intervention self-administered questionnaires assessing menstrual knowledge and attitudes were completed before the first session and 1 week after the second session. Data from 113 girls and 37 boys were analysed using Wilcoxon signed-rank tests and paired-sample t -tests, as appropriate. Confirmatory factor analyses were conducted to verify the factor structure of the original and adapted versions of the Menstrual Attitude Questionnaire. Results: Knowledge scores increased significantly among girls following the intervention, whereas the gains observed among boys were not statistically significant. Results showed significant improvements in boys’ perceptions of menstruation as a natural process, and girls were less likely to deny any effects of menstruation. These findings suggest that interactive, inclusive menstrual education can positively shape knowledge and attitudes. Conclusion: This study contributes to the literature by demonstrating how school-based, gender-inclusive programmes reduce stigma, increase knowledge, and support adolescent menstrual health. Future studies are needed to address sustained changes and to optimise the use of gender-inclusive approaches.