Associations of menstrual health with school absenteeism and educational performance among Ugandan secondary school students: A longitudinal study

BackgroundRelatively few studies have quantified the amount of school missed due to poor menstrual health, or the impact of menstrual health on educational performance. MethodsWe analysed baseline and longitudinal data from participants in a cluster-randomised trial of a menstrual health intervention in 60 Ugandan secondary schools. We measured school absenteeism as the self-reported number of days absent due to menstruation per month and assessed educational performance using examination results, at baseline and endline. We estimated adjusted incidence rate ratios (aIRR) for associations with school absenteeism, using negative binomial regression adjusted for school-level clustering. We estimated adjusted standardised mean differences (aSMD) in examination scores using mixed-effects linear regression. ResultsAt baseline, 3312 participants reported menstruating in the past 6 months (mean age 15.6 years). Of these, 323 (9.8%) participants reported missing at least one day of school per month due to menstruation and 1286 (38.8%) missed at least one day per month for any reason. Of the 1192 participants in the control arm seen at endline, 135 (11.3%) missed at least one day due to menstruation (mean days missed=0.30 per month (95%CI 0.27-0.34)). Menstrual-related absenteeism and poorer examination performance at endline were both associated with multiple dimensions of menstrual health (use of inadequate menstrual materials, negative menstrual attitudes, unmet menstrual practice needs, and experience of menstrual teasing). In addition, absenteeism (due to menstruation and overall) was associated with menstrual pain. ConclusionAmong Ugandan students, multiple dimensions of menstrual health are associated with school absenteeism and educational performance.