Assessing the Psychological Outcomes of Menstrual Health Literacy Interventions Among Adolescent Girls: An Empirical Study

Abstract

Adolescence is a critical stage of psychological and physical development, during which menstruation often becomes a source of confusion, stigma, and anxiety in the absence of adequate education. Limited menstrual health literacy (MHL) can contribute to poor hygiene practices, psychological distress, and restricted school participation. This study evaluated the effectiveness of a structured MHL intervention for adolescent girls in Patiala, Punjab. A total of 507 school-going girls aged 10–17 years were assessed using the Menstrual Health Literacy Questionnaire (MHLQ) and the Kessler Psychological Distress Scale (K10) at baseline and following an eight-week intervention. Weekly workshops addressed menstrual biology, hygiene, myths and taboos, government support, and stigma reduction. Results demonstrated significant improvements in menstrual health literacy (d = 2.07) and attitudes toward menstruation (d = 1.42), alongside reductions in psychological distress. Analysis of residential subgroups revealed that urban participants showed greater knowledge gains than rural peers, although improvements in psychological well-being were similar across groups. Findings underscore the effectiveness of structured school-based interventions in enhancing MHL, reducing stigma, and promoting psychological resilience among adolescent girls. These results highlight the need for scaling up comprehensive menstrual health education within schools to promote gender equity and adolescent well-being.