Sanitation challenges and menstrual hygiene management among female adolescents in an Islamic Boarding School: A qualitative case study

Hasna Laday — 2026-08-21

Poor menstrual hygiene practices can increase the risk of reproductive tract infections among female adolescents. Adequate water, sanitation, and hygiene (WASH) facilities are essential to safe menstrual hygiene management (MHM), particularly in Islamic boarding schools, where students live communally, follow structured daily routines, and share sanitation facilities. This study explored how sanitation facilities influence menstrual hygiene management practices among female adolescents living in an Islamic boarding school in Jayapura, Indonesia. A qualitative case study was conducted between October and December 2024. Participants included seven female students as key informants and one teacher as a supporting informant. Data were collected through in-depth interviews and direct observations and analyzed using thematic analysis. Although access to clean water was generally adequate, the number of toilets was insufficient for the student population, resulting in long waiting times and limited privacy. The distance between dormitories and sanitation facilities also discouraged students from changing menstrual pads as frequently as recommended, with many reporting changing pads only two to three times per day. These environmental constraints negatively influenced menstrual hygiene practices, and many increase the risk of adverse reproductive health outcomes. The findings demonstrate that inadequate sanitation infrastructure is an important barrier to effective MHM in Islamic boarding schools. Strengthening WASH facilities, particularly by improving the availability, accessibility, and privacy of sanitation facilities, should be prioritized to support healthy menstrual hygiene practices among adolescent girls.

Screen time and behavioral, psychosocial, and emotional problems among elementary school children in the context of the “brain rot” phenomenon

I Wayan Rajendra Jade Prabaswara — 2026-08-22

The rapid advancement of digital technology has transformed the daily activities of elementary school children. Excessive screen time may be associated with reduced attention and cognitive engagement, with potential implications for behavioral, psychosocial, and emotional well-being. This study examined the association between screen time and indicators of behavioral, psychosocial, and emotional problems among elementary school children. An analytic cross-sectional study was conducted at a public elementary school in Surabaya, Indonesia, involving 147 children selected using stratified one-stage cluster sampling. Screen time was assessed with a questionnaire, and behavioral, psychosocial, and emotional problems were measured with the Pediatric Symptom Checklist-17 (PSC-17). Associations were analyzed using Fisher’s exact test. Of the participants, 120 (81.6%) owned a personal mobile phone. One hundred children (68.0%) reported screen time of less than two hours per day, while 47 (32.0%) reported two hours or more per day. Higher screen time was significantly associated with internalizing, attention, and externalizing problems, as well as overall PSC-17 problem indicators (p < 0.05). These findings suggest that greater screen time is associated with a higher prevalence of behavioral, psychosocial, and emotional problem indicators among elementary school children. Parental supervision and age-appropriate limits on digital device use may help support children’s mental health and healthy development.

Jurnal Cakrawala Promkes

Sanitation challenges and menstrual hygiene management among female adolescents in an Islamic Boarding School: A qualitative case study

Screen time and behavioral, psychosocial, and emotional problems among elementary school children in the context of the “brain rot” phenomenon