Understanding Menstrual Knowledge, Attitudes, and Sociocultural Beliefs Among Adolescent Boys in Ghana: A Qualitative Study

Vollständiger Abstract

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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.