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Abstract
The global development community has focused in recent decades on closing the gender
gap in education, but has given insufficient attention to the specific needs of pre-
and post-pubescent girls as they transition to young womanhood within the educational
institution. This study explored the social context of girls' experiences of menses
and schooling in northern Tanzania, with data collection focused on capturing girls'
voiced concerns and recommendations. Results indicated that pubescent girls are confronted
with numerous challenges to managing menses within the school environment. Many are
transitioning through puberty without adequate guidance on puberty and menses management,
and pursuing education in environments that lack adequate facilities, supplies, and
gender sensitivity. Girls have pragmatic and realistic recommendations for how to
improve school environments, ideas that should be incorporated as effective methods
for improving girls' academic experiences and their healthy transitions to womanhood.
Copyright 2009 The Association for Professionals in Services for Adolescents. Published
by Elsevier Ltd. All rights reserved.