Kate Andrews Nelson

Background: Experiencing violence in school is a violation of a child’s rights and can increase school absence, affect academic achievement, employment prospects, and later-life health. Effective school-based violence prevention interventions are crucial, however, most are universally targeted. It is less clear if current interventions to prevent violence in schools ensure subgroups of children benefit equitably. Methods: We conducted a systematic review. We drew on professional networks and searched Medline, Cochrane Library, Embase, Global Health, PsycINFO, and Web of Science to identify systematic reviews ( n = 29) which included randomised controlled trials (RCTs) of school-based violence prevention interventions. Reviews conducted searches until December 2023. We screened all included articles within the final review sample to identify all RCTs of universal school-based violence prevention interventions. We examined what sociodemographic characteristics were measured, assessed intervention effectiveness by subgroups, and applied criteria to assess equity. Results: Out of 160 articles of RCTs evaluating violence prevention interventions in schools, we identified 19 articles reporting on 16 trials that reported effects by the following subgroups: sex ( n = 16), disability ( n = 1), sexuality ( n = 1), race/ethnicity ( n = 1) and socioeconomic status ( n = 1). Subgroup and moderation analysis found mixed results of intervention effectiveness by subgroups, with some evidence of heterogeneity. Conclusions: Most trials of school-based violence prevention interventions do not report whether they are effective for subgroups of minoritised children, or children at higher risk of experiencing violence, and therefore may not contribute to advancing health equity. Ensuring a commitment to equity in the design, delivery, and impact of school-based violence prevention is essential to achieving the Sustainable Development Goals. Review registration: PROSPERO: CRD42023463384.

Background: Relatively few studies have quantified the amount of school missed due to poor menstrual health, or the impact of poor menstrual health on examination performance. Methods: We conducted secondary observational analyses from data nested within a cluster-randomised trial of a menstrual health intervention in 60 Ugandan secondary schools (The trial is registered as ISRCTN45461276). We used baseline data from trial participants in both arms, and endline data from the control arm participants. School absenteeism was estimated as the self-reported number of days absent due to menstruation per month and examination performance was assessed by an independently set assessment by the Uganda National Examination Board. 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. Results: Of the 3312 participants who reported menstruating in the past 6 months at baseline, 323 (9.8%) reported missing at least one day of school per month due to menstruation (mean days missed = 0.30 per month, 95%CI 0.27–0.34). Similarly, of the 1192 participants in the trial control arm seen at endline, 135 (11.3%) reported missing at least one day due to menstruation (mean days missed = 0.31 per month (95%CI 0.27–0.37)). There was evidence that menstrual-related absenteeism and poorer examination performance at endline were both associated with baseline use of inadequate menstrual materials, negative menstrual attitudes, unmet menstrual practice needs, and experience of menstrual-related teasing. In addition, absenteeism due to menstruation was associated with menstrual pain, and poorer examination performance was associated with poorer baseline menstrual knowledge. Conclusion: Among Ugandan students, multiple dimensions of menstrual health are associated with school absenteeism and examination performance. Trial registration and recruitment details: ISRCTN ISRCTN45461276 .

Background Relatively few studies have quantified the amount of school missed due to poor menstrual health, or the impact of menstrual health on educational performance. Methods We 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. Results At 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. Conclusion Among Ugandan students, multiple dimensions of menstrual health are associated with school absenteeism and educational performance.

Introduction A greater choice of menstrual products may improve menstrual health (MH). This study assessed factors associated with declining consent to receive a menstrual cup by parents and female students participating in a MH intervention trial in Ugandan schools. Methods We analysed baseline data from a cluster-randomised trial evaluating the effectiveness of a multicomponent MH intervention among female students in 60 Ugandan secondary schools. Parental consent and student assent to receive a menstrual cup and training on its use was sought separately from consent from other trial activities. Random-effects logistic regression models were used to estimate adjusted OR (aOR) and 95% CIs for factors associated with (i) parents or guardians declining the cup and (ii) students declining the cup using hierarchical conceptual frameworks. Results The baseline trial population comprised 3705 post-menarchal students (mean age 15.6 (SD 0.9 years), of whom 2048 (55.3%) were day students. Among the parents of the 3635 participants aged Conclusion Among Ugandan students and their parents, declining consent to receive a menstrual cup varied by district and ethnicity as well as academic performance and menstrual-related factors. A contextual understanding of the barriers for uptake of the menstrual cup is needed to guide future interventions. Trial registration number ISRCTN45461276.

The DREAMS partnership aims to deliver a comprehensive package to reduce HIV incidence among adolescent girls and young women (AGYW), including through shifting gender norms. We evaluate DREAMS’ effect on attitudes towards gender norms in two Kenyan settings. AGYW aged 15–22 in Nairobi (n = 852) and Gem (n = 761) were randomly selected for cohort enrolment in 2017–18 and followed-up to 2019. We described the proportion of AGYW and their male peers with equitable attitudes towards gender norms, using an adapted version of the GEM scale. We estimated the association between self-reported invitation to DREAMS (in 2017–18) and AGYW’s attitudes towards two dimensions of gender norms, and then applied a causal inference framework to estimate the difference in the proportion of AGYW with equitable attitudes under the counterfactual scenarios that all versus none were DREAMS beneficiaries. We estimated that overall, 90.2% versus 87.1% of AGYW would have equitable norms around sexual and reproductive health decision-making in Nairobi if all versus none were DREAMS beneficiaries (+3.1; 95%CI:-2.5, +9.0). In Gem, we estimated a risk difference of +1.0 (89.6% vs 88.6%, 95%CI: -3.6,+5.6). There was no evidence for an effect of DREAMS on attitudes towards violence-related norms (Nairobi: 82.7% vs 82.2%, +0.5; 95%CI: -5.3,+6.5; Gem: 44.3% vs 48.2%, -3.9; 95%CI: -11.7,+3.0). We found no evidence of an impact of DREAMS invitation on individual attitudes towards gender norms. In some cases, equitable attitudes at enrolment left limited scope for improvement, and additional effort may be required to shift inequitable violence attitudes among both AGYW and their male peers.

Adolescent girls face social, psychological, and physical problems managing menstruation in schools in low-resource settings. This study aimed to evaluate the social and physical menstrual health environment of secondary schools in Wakiso and Kalungu districts, Uganda, in preparation for a subsequent menstrual health intervention trial to improve education, health and wellbeing. We conducted a qualitative rapid assessment in 75 secondary schools in Uganda. This involved conducting in-depth interviews with 150 head/senior teachers and 274 students, 26 Focus Group Discussions with students, and 13 transect walks to observe school Water, Sanitation and Hygiene (WASH) facilities between May and October 2021. Due to COVID-19 related school closures, face-to-face research activities were halted and in-depth interviews were conducted over phone and replaced focus group discussions. We employed a thematic framework analysis approach using the social-ecological model (which focuses on the complex interplay between individual, interpersonal, institutional, and societal factors) to generate themes and key concepts. Participants described the social and physical menstrual health environment of secondary schools at the individual level (knowledge gaps on menstruation before menarche, negative norms and beliefs about menstrual health); interpersonal level (limited psycho-social support, myths and misconceptions about the disposal of sanitary materials and pain relief, menstrual hygiene management (MHM) support from school nurses, peers and senior teachers); institutional level (non-implementation of Government circulars on MHM, lack of school-level guidelines policies and programs on MHM and poor WASH facilities, i.e. lack of soap, safe water and unclean toilets); and societal level (MHM programmes provided by civil society groups, health workers, and students’ school associations). The findings showed individual, societal and institutional burdens related to menstrual experiences. Multi-level evidence-based interventions aimed at improving the social and physical environment for menstrual health among school-going girls are needed.

Background: Menstrual health is an increasingly recognised public health issue, defined as complete physical, mental, and social well-being in relation to the menstrual cycle. The MENISCUS trial aims to assess whether a multi-component intervention addressing physical and emotional aspects of menstrual health improves educational attainment, mental health problems, menstrual management, self-efficacy, and quality of life among girls in secondary school in Uganda. Methods: The study is a parallel-arm cluster-randomised controlled trial with 60 schools (clusters) in Wakiso and Kalungu districts, with a mixed-methods process evaluation to assess intervention fidelity and acceptability and economic and policy analyses. The schools will be randomised 1:1 to immediate intervention or to optimised usual care with delayed intervention delivery. The intervention includes creation of a Menstrual Health Action Group at schools and NGO-led training of trainers on puberty education, development of a drama skit, delivery of a menstrual health kit including reusable pads and menstrual cups, access to pain management strategies including analgesics, and basic improvements to school water, sanitation, and hygiene facilities. Baseline data will be collected from secondary 2 students in 2022 (median age ~15.5 years), with endline after 1 year of intervention delivery (~3600 females and a random sample of ~900 males). The primary outcomes assessed in girls are (i) examination performance based on the Mathematics, English, and Biology curriculum taught during the intervention delivery (independently assessed by the Uganda National Examinations Board) and (ii) mental health problems using the Total Difficulties Scale of the Strengths and Difficulties 25-item questionnaire. Secondary outcomes are menstrual knowledge and attitudes in girls and boys and, in girls only, menstrual practices, self-efficacy in managing menstruation, quality of life and happiness, prevalence of urogenital infections, school and class attendance using a self-completed menstrual daily diary, and confidence in maths and science. Discussion: The trial is innovative in evaluating a multi-component school-based menstrual health intervention addressing both physical and emotional aspects of menstrual health and using a “training of trainers” model designed to be sustainable within schools. If found to be cost-effective and acceptable, the intervention will have the potential for national and regional scale-up. Trial registration: ISRCTN 45461276. Registered on 16 September 2021

Introduction COVID-19 vaccines are now being distributed to low- and middle-income countries (LMICs), with global urgency surrounding national vaccination plans. LMICs have significant experience implementing vaccination campaigns to respond to epidemic threats but are often hindered by chronic health system challenges. We sought to identify transferable lessons for COVID-19 vaccination from the rollout of three vaccines that targeted adult groups in Africa and South America: MenAfriVac (meningitis A); 17D (yellow fever) and rVSV-ZEBOV (Ebola virus disease). Methods We conducted a rapid literature review and 24 semi-structured interviews with technical experts who had direct implementation experience with the selected vaccines in Africa and South America. We identified barriers, enablers, and key lessons from the literature and from participants’ experiences. Interview data were analysed thematically according to seven implementation domains. Results Participants highlighted multiple components of vaccination campaigns that are instrumental for achieving high coverage. Community engagement is an essential and effective tool, requiring dedicated time, funding and workforce. Involving local health workers is a key enabler, as is collaborating with community leaders to map social groups and tailor vaccination strategies to their needs. Vaccination team recruitment and training strategies need to be enhanced to support vaccination campaigns. Although recognised as challenging, integrating vaccination campaigns with other routine health services can be highly beneficial if well planned and coordinated across health programmes and with communities. Conclusion As supplies of COVID-19 vaccines become available to LMICs, countries need to prepare to efficiently roll out the vaccine, encourage uptake among eligible groups and respond to potential community concerns. Lessons from the implementation of these three vaccines that targeted adults in LMICs can be used to inform best practice for COVID-19 and other epidemic vaccination campaigns.