article · Adolescents
Adolescent boys in senior high schools across Ghana's Volta Region possess fragmented understanding of menstruation, drawing limited information from mothers, schools, and the internet. Qualitative interviews with twenty-five boys aged fifteen to nineteen reveal that persistent misconceptions continue despite learning from family members. Deeply ingrained sociocultural and religious beliefs foster taboos around menstruation, such as barring menstruating individuals from cooking or entering sacred spaces, which in turn reinforces discriminatory attitudes. Boys display mixed personal responses when witnessing menstrual leaks, ranging from supportive empathy to public teasing. Addressing these gaps requires comprehensive educational programmes that encompass biological realities alongside emotional and social dimensions. Involving boys and families directly in these initiatives can dismantle harmful myths, reduce peer stigma, and cultivate greater empathy toward girls managing menstruation in everyday environments.
Menstrual stigma and misinformation among boys can lead to teasing and discriminatory behaviours that harm girls' well-being and education. Understanding how young men acquire information and internalise cultural taboos helps public health practitioners and educators design targeted interventions. Inclusive educational strategies that actively involve boys and their communities can dismantle long-standing misconceptions, reduce gender-based stigma, and foster supportive school environments.
This study represents early-stage qualitative research that could inform the design of school-based health curricula, public health awareness campaigns, and digital educational tools. Likely users include educational authorities, non-governmental organisations, and public health practitioners seeking to improve adolescent reproductive health. The abstract indicates no direct commercial pathway or market-ready product, situating the findings at an initial exploratory stage that provides evidence for social intervention rather than commercial deployment.
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Background: Adolescent boys often lack adequate menstrual education, leaving them susceptible to harmful sociocultural influences and reinforcing discriminatory attitudes. The purpose for this study was to explore adolescent boys’ knowledge, sociocultural beliefs, and attitudes toward menstruation. Methods: A descriptive-phenomenological qualitative study was conducted, involving 25 in-depth interviews with adolescent boys enrolled in senior high school (eligibility age range 14–19 years; achieved sample aged 15–19 years) from five districts in Ghana’s Volta Region. Participants were purposively sampled to ensure diverse perspectives. Semi-structured interviews explored knowledge sources, sociocultural influences, and attitudes toward menstruation. Data were analyzed thematically using Braun and Clarke’s six-phase framework with the aid of MAXQDA software. Results: Adolescent boys’ knowledge of menstruation was fragmented, stemming from family, school, and internet sources. Mothers were frequently cited as key informants, but misconceptions about menstruation persisted. Sociocultural and religious beliefs reinforced menstruation-related taboos, such as restrictions on cooking and entering sacred spaces, shaping discriminatory attitudes. Reactions to menstrual leaks varied from empathy to teasing. Conclusions: The findings highlight the need for inclusive menstrual education targeting boys and their families. Educational programs should include biological, emotional, and social aspects of menstruation to help reduce myths and nurture empathy.
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DOI: 10.3390/adolescents6050068
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