Priority 1: Build a strong cross-sectoral evidence base for MHM in schools for prioritization of policies, resource allocation, and programming at scale | |
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Progress | |
1. New indicators and tools in use and under development for intervention research and monitoring in relation to MHM and WASH in schools | |
New indicators and tools | a. Indicators and data collection efforts for monitoring at global levels: |
Joint Monitoring Programme (JMP) to track progress related to SDG targets 6.1, 6.2 and 4a | |
UNICEF’s Multiple Cluster Indictor Survey (MICS) added questions on menstruation | |
Inclusion of MHM (WASH and menarche) questions in the Demographic and Health Survey | |
b. Indicators and data collection efforts for research and monitoring at regional and national levels: | |
Bangladesh National Hygiene Baseline Survey | |
WaterAid and UNICEF’s analysis of MHM in schools in South Asia | |
Grand Challenges Canada’s comparative analysis of MHM innovative enterprises | |
Performance Monitoring and Accountability (PMA) 2020 (Johns Hopkins) produced MHM country-specific reports of household level data on women over age 15 in select countries | |
2. New tools being developed and tested (reaching beyond school-based activities) | |
Menstrual self-efficacy (Johns Hopkins Bloomberg School of Public Health and International Center Diarrheal Disease Bangladesh (ICDDRB)); Menstruation ENgagement, Self-efficacy, and Stress (MENSES) (Save the Children) | |
Global monitoring experts in health (sexual and reproductive / psychosocial), gender, education, and WASH identified outcome/impact measures for addressing menstrual health and hygiene among girls globally (Columbia University; WSSCC) | |
Expansion of evidence | More expansive inquiries and collaborative efforts between academic institutions, intergovernmental organizations, global and local nonprofit organizations, and the private sector |
Research in Kenya, Uganda, Zambia, Gambia, Bangladesh, Bolivia, Bhutan, Fiji, Mongolia, and Pakistan among others (Muthengi, Farris, and Austrian 2017; Hennegan et al. n.d.; Department of School Education of Bhutan and United Nations Children Fund 2018; Johnson et al. 2016; Miiro et al. 2018; Chinyama et al. 2019; Alam et al. 2017; WaterAid Australia 2017; Mumtaz, Sommer, and Bhatti 2016) on the MHM-related challenges faced by girls and female teachers, toilet needs within religious backgrounds | |
Feasibility studies, impact evaluations, effectiveness and cost-effectiveness trials (Zulaika et al. 2019; Sommer 2010; Hennegan and Montgomery 2016; Alexander et al. 2015; Miiro et al. 2018; Sommer et al. 2018; Emdadul Haque et al. 2014; Muthengi, Farris, and Austrian 2017) | |
Research analyzing the impact of the MHM and education policy landscape (Sommer et al. 2017) | |
MHM among people with disabilities (Wilbur et al. 2019), boys and men’s perceptions of MHM for schoolgirls (Mason et al. 2017), MHM in emergency contexts (Sommer et al. 2018) | |
Cross-sector Collaboration | New efforts to mobilize research networks and synergies, including |
The Global Challenges Research Fund (GCRF) seed grant among researchers in Kenya, Uganda, Tanzania, and Zimbabwe to strengthen MHM research capacity with a particular focus on schools | |
MHM in Emergencies toolkit (27 co-publishing humanitarian response organizations), with inclusion of MHM in education sector response (Sommer et al. 2018) | |
Recommendations to advance the agenda | |
Longitudinal research on the consequences of poor MHM, and the synergistic impact of combined MHM interventions for schoolgirls, including the long-term effect of such interventions | |
More inclusive studies, involving men and boys, parents, teachers, and marginalized groups such as girls with disabilities and transgendered youth | |
Systematic reviews evaluating MHM interventions and outcomes across differing geographies, cultures, population groups | |
Financial modeling for and cost-effectiveness of MHM programmes and policies in schools to promote uptake of evidence-based research, dissemination, cross-sectoral engagement, and implementation | |
‘Natural experiments’ to understand impact of policies and funding for MHM programmes in schools, including those that provide menstrual products to girls in high, middle, and low- income countries | |
Implementation research to understand how programmes and policies are delivered, adapted, and scaled |