Menstrual Hygiene Management in Schools: A Practical Guide for Principals and Wellness Heads

A school's responsibility for student wellbeing extends beyond classrooms, academic performance and extracurricular activities. It also includes ensuring that students have access to the facilities, products and support they need to manage their health comfortably during the school day.

Menstrual hygiene management in schools is an important part of that responsibility.

For a student who gets her period unexpectedly, the availability of a sanitary pad, a private toilet, clean water and a trusted staff member can make a meaningful difference to her school experience. When these essentials are missing, managing menstruation can become an additional source of stress.

However, an effective menstrual hygiene programme requires more than distributing sanitary pads or conducting an annual awareness session. Schools need reliable infrastructure, consistent product availability, clear procedures, trained staff and appropriate waste-management arrangements.

India's National Menstrual Hygiene Policy for School-Going Girls, approved in November 2024, provides a framework for improving menstrual health awareness, access to quality menstrual products, gender-responsive sanitation and environmentally appropriate disposal. The policy also emphasises reducing stigma and strengthening the capacity of teachers and other stakeholders.

Source: National Health Mission, Government of India.

For principals and wellness heads, the key question is not simply whether the school provides menstrual products. It is whether students can access the right support whenever they need it.

1. What Is Menstrual Hygiene Management in Schools?

Menstrual hygiene management, commonly referred to as MHM, involves the facilities, materials, knowledge and support required to manage menstruation hygienically and with dignity.

In a school setting, MHM brings together several operational responsibilities.

These include:

1. Providing access to suitable menstrual products
2. Maintaining clean and functional toilet facilities
3. Ensuring access to water, soap and handwashing facilities
4. Providing privacy for changing menstrual products
5. Establishing emergency support procedures
6. Delivering age-appropriate menstrual health education
7. Managing menstrual waste through appropriate disposal systems
8. Protecting students' dignity and privacy

The effectiveness of MHM depends on how these elements work together.

For example, a school may have separate toilets for girls but still lack water, covered waste bins or emergency sanitary products. Similarly, a school may conduct menstrual health sessions but have no clear process for helping a student who needs a pad during class.

A structured programme helps schools identify these gaps and address them systematically.

2. Why MHM in Schools Should Be a Management Priority

Menstrual hygiene is often treated as a health education topic managed by a single teacher or department. In practice, it involves facilities management, procurement, student welfare, staff training and administration.

This makes MHM a school-wide operational responsibility.

Supporting student comfort and participation

Students should be able to manage menstruation without unnecessary anxiety about finding products, accessing a toilet or handling an unexpected leak.

Schools cannot control every factor affecting attendance or participation, but they can reduce avoidable barriers by providing dependable facilities and support.

Strengthening student welfare

A student who needs assistance should know where to go and whom to approach.

Clear procedures can help staff respond respectfully without making the student explain personal circumstances repeatedly or draw attention from classmates.

Improving sanitation management

Menstrual waste requires an organised collection and disposal process.

Without clear responsibility for emptying bins, maintaining cleanliness and following disposal instructions, even well-equipped toilets can become difficult to use.

Building a supportive school culture

Menstruation should be discussed through accurate, age-appropriate health education rather than misinformation, embarrassment or stigma.

A supportive environment benefits students who menstruate and helps other students develop a more informed understanding of menstrual health.

UNICEF identifies social support, knowledge and skills, appropriate facilities and access to menstrual materials as interconnected areas of menstrual health and hygiene.

Source: UNICEF: Menstrual Hygiene.

3. Essential Menstrual Hygiene Facilities in Schools

A school should evaluate its facilities based on whether students can use them reliably, not merely whether the facilities have been installed.

A. Clean and functional toilets

Schools should provide suitable toilet facilities with adequate privacy and a maintenance process that addresses faults promptly.

A facilities assessment should consider:

1. Working doors and locks
2. Clean toilet cubicles
3. Functional flushing or other appropriate sanitation arrangements
4. Reliable water availability
5. Accessible handwashing facilities
6. Soap availability
7. Appropriate menstrual waste collection
8. Regular cleaning and maintenance

School administrators should also consider whether students can reach these facilities easily during the school day.

B. Menstrual product access points

Students need a predictable way to obtain menstrual products when required.

Depending on the school's size, budget and operating model, options may include:

1. Sanitary napkin vending machines
2. A designated welfare room
3. Emergency product supplies held by a trained staff member
4. A school health room or counselling office
5. A discreet product distribution system

The school should clearly communicate where products are available.

It should also assign responsibility for stock monitoring, replenishment, procurement and maintenance. Installing a vending machine without a dependable replenishment process does not ensure access.

C. Menstrual hygiene corners or support spaces

A designated menstrual hygiene corner can help students manage unexpected situations privately.

Depending on the institution's facilities, it may contain:

1. Emergency sanitary pads
2. Disposable bags, where appropriate
3. Spare uniforms or clothing, where feasible
4. Basic hygiene supplies
5. Information about whom to contact for assistance

The exact arrangement should reflect the school's needs, space and applicable directions.

The objective is to provide a practical support point rather than create a space students feel uncomfortable using.

D. Menstrual waste collection facilities

Schools should establish a clear process for collecting and disposing of used menstrual products.

This includes appropriate bins or approved collection arrangements, regular emptying, hygienic handling and coordination with the relevant waste-management service.

Schools should not assume that a sanitary product can be flushed merely because it is described as biodegradable, plant-based or environmentally friendly. Product disposal instructions and the school's sanitation infrastructure must be considered together.

UNICEF's Clean India, Clean Schools programme highlights separate toilets, privacy, water, menstrual waste disposal and maintenance as important elements of school WASH programmes.

4. How to Build a Structured MHM Programme

A school can implement menstrual hygiene management through a phased approach that begins with assessment and moves towards ongoing monitoring.

Step 1: Audit current facilities and support systems

Start by understanding what the school already provides.

Review toilet functionality, water supply, soap availability, product access, waste collection, staff preparedness and student awareness of available support.

Gather feedback through confidential, age-appropriate methods. Students should not be required to disclose personal menstrual information publicly to participate in the assessment.

The audit should identify:

1. Existing facilities
2. Gaps requiring immediate attention
3. Recurring maintenance problems
4. Product procurement needs
5. Staff training requirements
6. Budget and ownership responsibilities

This creates a baseline for prioritising improvements.

Step 2: Assign responsibility across teams

MHM should not depend entirely on one teacher remembering to replenish sanitary pads or respond to emergencies.

The principal or school head can provide overall oversight. The administration team can manage procurement and budgeting. A wellness head, counsellor or designated teacher can coordinate student support and awareness activities.

Facilities and housekeeping teams can manage cleaning schedules, toilet maintenance and waste collection.

A clear responsibility structure reduces the risk of tasks being overlooked when staff members are absent or responsibilities change.

Step 3: Establish reliable menstrual product procurement

Schools should plan for recurring product requirements rather than relying only on donations or occasional distribution drives.

Procurement planning should consider:

1. Expected student requirements
2. Product quality and specifications
3. Supplier reliability
4. Storage and replenishment
5. Emergency stock levels
6. Procurement budgets
7. Applicable government or institutional requirements

Schools should document who can approve purchases, who receives supplies and how shortages are reported.

Where free product provision is required under applicable directions or programmes, the school's arrangements should meet those requirements.

Step 4: Train staff to provide appropriate support

Staff training should cover menstrual health basics, respectful communication, privacy, emergency assistance and the school's procedures for accessing products.

Teachers and wellness staff should know how to respond if a student experiences an unexpected period, a leak or discomfort during school hours.

Staff should also understand when a student may need support from a healthcare professional.

The aim is to ensure that students receive practical help without embarrassment or unnecessary attention.

Step 5: Communicate the programme to students

Students need to know what support exists and how to access it.

The school can communicate this through age-appropriate classroom sessions, student handbooks, health education activities, posters or other suitable channels.

Information should explain where to find menstrual products, whom to approach for help and how to report sanitation problems.

A programme is only useful when students understand how to use it.

5. Menstrual Health Education: Beyond Awareness Sessions

Menstrual health education should be treated as an ongoing part of student wellbeing rather than a one-time event.

A well-planned programme can address:

1. What menstruation is and how the menstrual cycle works
2. Common menstrual hygiene practices
3. Correct use and changing of menstrual products
4. Personal hygiene and handwashing
5. Menstrual myths and misinformation
6. Recognising when medical advice may be needed
7. How to seek assistance at school
8. Respectful behaviour and stigma reduction

Content should be age-appropriate and consistent with the school's health education framework.

Schools can also help staff develop the confidence to discuss menstruation accurately and respectfully.

Where appropriate, parents and guardians can be included in communication and awareness initiatives so that students receive consistent support at school and at home.

6. Choosing Menstrual Products for Schools

For school administrators, product selection is both a student welfare decision and a procurement decision.

A product should meet the institution's practical requirements for quality, availability, comfort, budget and appropriate disposal.

Evaluate quality and product documentation

Schools should request relevant product specifications, quality documentation and information about intended use.

Where applicable, procurement teams should check relevant Indian standards and requirements for the product category.

Consider comfort and accessibility

Products should be suitable for the intended users and available through a process that respects student privacy.

Schools should avoid creating unnecessary barriers to access, particularly when a student needs an emergency product.

Assess supplier reliability

A low initial price does not necessarily translate into reliable service.

Schools should also consider consistent supply, delivery timelines, stock replenishment, documentation and the supplier's ability to respond to quality or procurement concerns.

Evaluate disposal requirements separately

Products may have different disposal requirements depending on their design and materials.

Terms such as biodegradable, compostable, plant-based and flushable describe different characteristics and should not be treated as interchangeable.

Any disposal claim should be supported by appropriate documentation and considered alongside the school's sanitation and waste-management arrangements.

7. Menstrual Waste Management: A Critical Part of School Operations

Providing sanitary products without planning for their disposal leaves an important part of MHM incomplete.

School administrators should document how used products are collected, how often bins are emptied, who maintains the facilities and which disposal method is appropriate for the location.

The process should account for:

1. Suitable collection containers
2. Regular cleaning and emptying
3. Hygienic handling by designated staff
4. Coordination with authorised or appropriate waste-management services
5. Compliance with applicable local requirements
6. Clear instructions for students and staff

Schools should not assume that flushing is the preferred solution for menstrual waste. Conventional sanitary pads should not be flushed, and any alternative product must be assessed according to its specific instructions and suitability for the school's infrastructure.

Environmental claims should also be evaluated carefully. A product described as biodegradable is not automatically suitable for disposal through a toilet or a composting system.

8. How School Wellness Heads Can Measure MHM Effectiveness

A school should measure whether its menstrual hygiene programme is working, rather than tracking only the number of products purchased or awareness sessions completed.

Useful operational indicators include:

Schools can set realistic targets based on their baseline assessment and applicable standards.

Attendance may be monitored at an aggregate level, but administrators should not assume that changes in attendance are caused by menstrual hygiene interventions alone. Individual menstrual information should remain confidential.

9. Budgeting for Menstrual Hygiene Facilities in Schools

A sustainable MHM programme requires both initial investment and recurring operational expenditure.

The budget may include:

1. Menstrual product procurement
2. Vending machines or distribution systems
3. Toilet repairs and upgrades
4. Water and handwashing supplies
5. Covered bins and waste collection
6. Staff training and education materials
7. Product storage and replenishment
8. Monitoring and periodic facility audits

Administrators should distinguish one-time installation costs from recurring expenses.

For example, purchasing a vending machine is an initial investment. Maintaining it and replenishing its stock are ongoing responsibilities.

Similarly, installing a covered waste bin does not eliminate the need for a regular collection and cleaning schedule.

Schools can investigate relevant government programmes, grants or institutional partnerships, while verifying current eligibility, funding availability and applicable conditions.

10. Common MHM Implementation Gaps Schools Should Avoid

Even schools with reasonable infrastructure can experience implementation problems when operational responsibilities are unclear.

Providing products without a replenishment plan

A vending machine or emergency supply point is ineffective if products are frequently unavailable.

What to do: Assign stock ownership, define minimum stock levels and schedule checks.

Installing facilities without maintaining them

Broken locks, unavailable water and overflowing bins can make facilities difficult to use.

What to do: Introduce routine inspections and a clear process for resolving faults.

Conducting awareness sessions without practical support

Education alone cannot compensate for missing products, water or privacy.

What to do: Align awareness activities with infrastructure and student support improvements.

Treating disposal as an afterthought

A product distribution programme without an appropriate waste-management process can create sanitation problems.

What to do: Establish collection, cleaning and disposal procedures before scaling up product distribution.

Relying on a single staff member

A programme may become inconsistent when its only coordinator is unavailable.

What to do: Document procedures, assign backup responsibility and communicate the process to relevant teams.

11. How Flawsome Fits into a School Menstrual Hygiene Programme

For schools evaluating menstrual products, the priority should be to select products that meet institutional requirements for quality, student needs, supply reliability, budget and disposal.

Flawsome focuses on menstrual care and is developing its FLUSHABLE sanitary pad range. The brand describes the upcoming product as using plant-based and biodegradable materials designed for controlled disintegration after disposal in water.

Because the FLUSHABLE range is currently launching soon, school procurement teams should confirm availability, product specifications, relevant test documentation, supply arrangements and suitability for institutional use directly with the brand before making purchasing decisions.

Schools should also evaluate any disposal-related claims independently and ensure that the selected product is compatible with their approved waste-management arrangements. A product claim alone does not establish that it meets every school's operational or regulatory requirements.

To learn more about the upcoming range, visit the Flawsome FLUSHABLE launch and pre-booking page.

The broader point for school leaders is that product selection should support a complete MHM programme, not replace the need for functional facilities, student education, staff preparedness and appropriate waste management.

Frequently Asked Questions

1. What is MHM in schools?

MHM stands for menstrual hygiene management. In schools, it includes access to menstrual products, functional and private toilets, water and soap, menstrual health education, emergency support and appropriate menstrual waste disposal.

2. Why is menstrual hygiene management important in schools?

It helps schools provide a supportive environment in which students can manage menstruation with dignity. Reliable facilities, products and staff support can reduce avoidable barriers to comfort and participation during the school day.

3. What menstrual hygiene facilities should schools provide?

Schools should assess the need for clean and functional toilets, privacy, water, soap, handwashing facilities, access to menstrual products and appropriate menstrual waste collection and disposal arrangements, in line with applicable requirements.

4. Who should manage MHM in a school?

The principal or school head should provide oversight, while administration, wellness staff, trained teachers and facilities teams manage procurement, student support, education, maintenance and waste handling according to clearly assigned responsibilities.

5. How can schools provide sanitary pads discreetly?

Schools can use vending machines, emergency supplies in a welfare room or a designated trained staff member. The method should make products easy to access without unnecessary questioning or embarrassment.

6. How often should menstrual hygiene facilities be checked?

Schools should establish a regular inspection and maintenance schedule based on facility usage and local needs. Product stock, toilet functionality, water and soap availability, and waste collection should be monitored consistently.

7. What should a school include in its menstrual hygiene budget?

The budget should consider product procurement, replenishment, vending or distribution arrangements, toilet maintenance, water and soap, waste collection, staff training, education resources and monitoring.

8. How can schools improve menstrual health education?

Schools can deliver age-appropriate sessions, train staff, communicate support procedures and provide accurate information about menstruation, menstrual products and personal hygiene. Students should have a safe way to ask questions and seek assistance.

9. How should schools manage used sanitary pads?

Schools should establish an appropriate collection and disposal process that follows product instructions, applicable requirements and local waste-management arrangements. Conventional sanitary pads should not be flushed.

10. How can a school measure the success of its MHM programme?

Useful indicators include product availability, functional toilets, water and soap access, waste collection, staff training, student awareness and confidential feedback. Results should be reviewed regularly to identify gaps and guide improvements.

Conclusion

Menstrual hygiene management in schools is not a single activity. It is an ongoing programme that connects student welfare, infrastructure, product access, education, procurement and sanitation management.

For principals and wellness heads, the most effective starting point is to assess current facilities, identify operational gaps and assign clear responsibility for addressing them.

From there, schools can build a reliable system for product access, staff support, menstrual health education, waste management and regular monitoring.

The objective is straightforward: every student should know where to find support, have access to appropriate facilities and be able to manage menstruation at school with dignity and privacy.

A structured MHM programme helps schools move from occasional interventions to consistent, accountable student welfare practices.