LAUSR

This research measures the psychosocial impact of a Menstrual Hygiene Management (MHM) program in Kenya by assessing change in selfefficacy, authenticity, and hope in adolescent girls. Trained researchers administered baseline and end-line assessments, 16 weeks apart, to 311 participants in the Always Keeping Girls in School Program. The schools were assigned to one of three program versions: only period products, only menstrual health education, or both menstrual health education and period products; in all-girls or coed classes. When girls received MHM education and pads in coed classes, there was no change in their selfefficacy or hope scores, but in all-girls classes, self-efficacy and hope scores significantly increased. Authenticity in girls decreased in coed classes unless period products were distributed, and then girl’s authenticity scores increased. The role of gender in assessing change in selfefficacy, authenticity and hope has provided a useful frame for evaluating MHM programming. ARTICLE HISTORY Received 6 January 2021 Accepted 25 February 2021