Collaboration with Schools

 

In addition to our MHM curriculum, in schools we also offer the following-

a) Peer capacity building session for select girls

b) Peer mentoring session through interactive games like snakes and ladders and
pocket chart, along with expression through arts.

How to have conversations with adolescents

“In the product session when I handed out all the products that can be used during
menstruation for the students to see what they are made of in details, majority of the students didn’t take them from my hand even after I offered it to them a multiple number of times. Seeing this, Jimmi came forwards and asked me to hand the products to her, every product I introduced to the batch, she came forward and asked me to hand it to her first. Seeing her, others followed, the girls who refused to see the product when I offered it to them, also waited for the products to pass to them and see them in details.” – Samridha Sarkar, Pindwara, Rajasthan

“During the FGDs we conducted and our session with ASHA workers, we understood that women are very receptive to the idea of a menstrual cup. There is some apprehension around insertion, but a lot of interest is being shown in a menstrual cup and women want to understand more about the product.” – Pragna Shekar, Yadgir, Karnataka

“Pushpa was initially not at all interested in the class. She even turned her head away and put it down on the desk when I started explaining about the three holes. I did not ask her to pay attention to me. Time and again she spat on the classroom floor whenever the word periods was mentioned. But during the session on hygiene and products she seemed to be more attentive than the previous class. The myths and taboos sessions was when she opened up and started participating actively. She volunteered to become the peer mentor and was the one who kept on clearing the doubts of the other girls during the peer sessions. She wants me to visit her school again and wants to assist me when I take classes with the other kids.” – Ritika Chhetri, Shravasti, Uttar Pradesh

“By the time I reach the third module, a lot of kids open up and are more comfortable talking about blood and also in maintaining discipline in the class when they know I am getting disturbed.” – Ritika Chhetri, Shravasti, Uttar Pradesh

“Sunita was proactive right from the beginning of the first MHM session. She used to ask her classmates to sit and listen silently and reminded them repeatedly to put away their shame/fear in the (imaginary) bag during the sessions and answer without hesitation. She would be the one to raise her hand first and stand up to answer most of the questions during revision. Sunita was the first one to voluntarily share ‘The First Period’ story in the first session. She also shared few other interesting anecdotes related to menstruation and songs related to women during the end of the subsequent sessions.” – Sushma M.N., Yadgir, Karnataka

“With respect to hygiene, adolescent girls and women get to know the dos and don’ts of hygiene. But, it is hard to see behavioural change. It is being ignored for various reasons like lack of toilets at workplace, access to bathrooms at school, financial struggles etc.”

“There is no disposal system here in the villages. As much as we speak about sanitary napkin disposal mechanism, there is no one to collect waste in villages, which leads to practices like shallow burial, burning and throwing near water sources.”

“Parents ko lagta hai ki ye sari bate ladkiyo ko school mai batana study mai disturbance hai. Par, module chal to yaha bhi raha hai aur jarurat bhi hai. Content same hi rakhna hoga but unke reaction ke hisab sai batane ka tarika change karna hoga.”
(Parents feel like teaching girls about all of this is a disturbance to studies. However, the module works here also and is necessary. The content must remain the same but the way we communicate the knowledge can change based on their reaction). – Sushma Gonde, Shravasti, Uttar Pradesh