National Menstrual Health Education Package · Digital companion concept
Dignity Zimbabwe. Knowledge that travels.
Ministry of Women Affairs, Community, Small and Medium Enterprises Development
Independent Mukoko.Studio concept prepared for Ministry review. This is original learning content, not the approved national curriculum.
This file works without a connection. All illustrations are included. Source links need internet access. General education does not replace advice from a health professional. English edition · reviewed 7 October 2026.
Young people · 4 minute read
Understanding periods
A period is when blood and tissue from the lining of the uterus leave the body through the vagina. It is a natural part of puberty and growing up.
Knowledge matters
Accurate information can help people understand menstruation and challenge harmful myths.
Dignity belongs to everyone
Nobody should be shamed, teased or excluded because they menstruate.
Questions are welcome
A trusted adult, trained educator or health worker can help you find reliable information.
What is a period?
During a period, blood and tissue from the lining of the uterus leave the body through the vagina. Menstruation is a natural biological process.
Getting prepared
Periods start during puberty, and experiences differ. A trusted adult can help explain what to expect and how to use menstrual products.
Keep asking questions
A period should not be a reason for teasing or exclusion. Reliable information, practical support and a caring environment all help.
Pause and reflect
What would make it easier for someone in your school to ask a question?
Choose one small thing you could do to make a conversation feel welcoming.
No personal experiences need to be shared.
Learning source: UNICEF Parenting. See the source shelf at the end of this guide.
Young people · 4 minute read
Everyday care & support
Menstrual health involves more than a product. Information, water, sanitation, privacy and support all matter.
Water and facilities
Access to water, soap and suitable sanitation facilities is part of a supportive environment.
Products and information
People need appropriate menstrual products and reliable guidance about their use.
Ask for practical help
A trained educator or health worker can explain local options and where to seek further help.
Before and after changing.
Wash your hands with soap before changing a menstrual product and after using the toilet. Follow the product instructions and ask a trusted adult or health worker if anything is unclear.
Dispose or wash with care.
Put used disposable products in the appropriate waste bin rather than flushing them. Wash reusable materials and let them dry fully according to their instructions. Keep clean supplies in a suitable place.
Pause and reflect
What practical support would make your school or community more welcoming?
Think about facilities, reliable information and respectful support. You do not need to share personal health details.
No personal experiences need to be shared.
Learning source: UNICEF Parenting. See the source shelf at the end of this guide.
Parents & caregivers · 5 minute read
Talking without shame
A calm, respectful conversation can help someone feel heard. Parents and caregivers can make asking for information feel ordinary.
Listen first
Let the person finish. Avoid teasing, blame or assumptions about their experience.
Respect their privacy
Ask before sharing something personal. Nobody has to tell their story in front of a group.
Look for reliable answers
When you do not know, say so. Find guidance from a trusted educator or health professional together.
Start before a question becomes urgent.
Talk about growing up in ordinary language. Explain that periods are a natural body process and that people experience them differently. Offer a private chance to ask questions.
Make a practical plan together.
Ask what would help at home or school: a clean spare product, underwear, a private place to change or a trusted contact. Let the young person guide how much they want to discuss.
Pause and reflect
What could you say to show that a question is welcome?
Try a simple opening: “Thank you for asking. Let’s find reliable information together.”
No personal experiences need to be shared.
Learning source: UNICEF Parenting. See the source shelf at the end of this guide.
Young people · 3 minute read
Be a supportive friend
Support is something everyone can offer. Kindness, privacy and challenging teasing help build a welcoming community.
Choose kindness
Listen without jokes or judgement. Ask what support the person would like.
Keep confidence
Do not pass on personal information or tell someone else’s story without permission.
Challenge teasing
Help make your classroom a place where nobody is shamed for menstruating.
Offer help quietly.
A private question such as “Would you like me to find a teacher?” gives someone a choice. Avoid guessing what is happening or announcing it to the group.
Make support part of the school culture.
Supportive environments include respectful language and practical help. Encourage a trusted adult to respond to teasing and explain how learners can ask for support.
Pause and reflect
A classmate is being teased. What respectful action could you take?
Think of a way to support the classmate and involve a trusted adult when needed.
No personal experiences need to be shared.
Learning source: UNICEF. See the source shelf at the end of this guide.
Educators · 5 minute read
A welcoming classroom
Menstrual health education works best in a supportive setting. A facilitator can make the expectations clear from the beginning.
Set the ground rules
Use respectful language. Explain that learners can choose not to speak about personal experiences.
Include the whole group
Boys, caregivers and community leaders also have a part in reducing stigma and offering support.
Make participation possible
Consider accessible facilities, understandable materials and different ways for learners to take part.
Plan for participation.
Use clear, age-appropriate language and materials the group can understand. Offer more than one way to take part, and explain that nobody needs to share a personal story.
Close with a useful action.
Ask the group to choose one improvement: a respectful ground rule, a clearer support contact or a facilities issue to raise. Assign organisational follow-up without collecting learner health histories.
Pause and reflect
Which ground rule would help your learners feel comfortable?
Choose a rule the group can practise, such as listening without interruption or allowing anyone to pass.
No personal experiences need to be shared.
Learning source: UNICEF. See the source shelf at the end of this guide.
Parents & caregivers · 3 minute read
Finding reliable support
Different organisations offer different types of assistance. Clear questions can help you find the right next step.
Ask what is available
A school, local health facility or community organisation may be able to explain available support.
Describe the need
For an organisation, be clear whether you need education materials, training or help identifying product support.
Share only what is needed
An organisational request does not need an individual learner’s health history.
Find out what the service actually offers.
Before sharing a request, verify the organisation’s contact details and ask about availability, eligibility, cost and follow-up. A public programme announcement does not confirm assistance for an individual school.
Prepare the organisation, not a personal case file.
Describe the audience, approximate group size, location and resource needs. Do not include a learner’s name, medical history or private menstrual experiences in a group request.
Pause and reflect
What would your organisation need to ask before arranging a session?
Consider who will facilitate, what materials are available and what follow-up support is possible.
No personal experiences need to be shared.
Learning source: World Bank. See the source shelf at the end of this guide.
Young people · 5 minute read
Choosing menstrual products
People have different needs and preferences. Choose an available product you can use comfortably, with reliable instructions and the supplies it requires.
Disposable pads
These absorb menstrual fluid outside the body, inside underwear. Change them regularly and follow the product instructions.
Reusable materials
Reusable pads and period underwear need washing, full drying and clean storage according to their instructions. Plan for water, soap and privacy.
Ask before choosing
A trusted educator or health worker can explain available options. Consider comfort, cost, access to facilities and your own preference.
A product is part of a support system.
Access to underwear, soap, suitable facilities and clear instructions matters alongside the product itself.
Pause and reflect
What would you need to use a reusable product comfortably?
Think about water, soap, private drying space and carrying a clean spare.
No personal experiences need to be shared.
Learning source: UNICEF Supply Division. See the source shelf at the end of this guide.
Educators · 4 minute read
Privacy, water & access
A supportive school makes it possible to manage menstruation privately and with dignity. Look at facilities and access as well as teaching.
A private place
Check that changing spaces offer privacy and doors can be secured from inside.
Practical supplies
Check access to water, handwashing soap and a suitable bin for used disposable materials.
Everyone can participate
Consider physical access, understandable information and respectful assistance chosen by the learner.
Listen to the people using the facilities.
Ask about practical barriers without collecting personal health histories. A checklist starts the conversation; it is not a certification.
Pause and reflect
Which improvement could your school agree on first?
Use the school environment checklist to identify a responsible person and a next step.
No personal experiences need to be shared.
Learning source: UNICEF Parenting. See the source shelf at the end of this guide.
Young people · 3 minute read
When to ask for health advice
Questions and concerns about periods deserve attention. A qualified health professional can assess what is happening and explain the next step.
Pain affecting everyday life
Seek professional advice when pain prevents normal activities or is severe.
Unexpected changes
Ask a health professional about unusually heavy bleeding, bleeding between periods or a long absence of periods.
Tell someone you trust
A trusted adult can help you reach a health service. Describe your concern privately and ask questions.
Pause and reflect
Who could help you reach a qualified health professional?
You do not need to enter symptoms or personal details here. This lesson cannot diagnose or prescribe treatment.
No personal experiences need to be shared.
Learning source: UNICEF Parenting. See the source shelf at the end of this guide.
Young people · 3 minute read
Being prepared at school
Feeling prepared can make the school day easier. You can plan privately, with help from someone you trust.
A practical pouch
If supplies are available, keep a clean spare product and underwear in a small bag. Ask a trusted adult if getting supplies is difficult.
Know the changing space
Find out where you can change privately, wash your hands and dispose of used materials.
Know your support person
Choose a trusted teacher or adult you can approach. You can ask for practical help without explaining your experience to the whole class.
Make a plan that fits your day.
Think about travelling to school, changing during the day and carrying supplies home. A teacher or caregiver can help you find out what facilities and support are available.
Pause and reflect
Who could help you prepare for a school day?
Think of a trusted person and one question you would feel comfortable asking. Keep the answer private if you prefer.
No personal experiences need to be shared.
Learning source: UNICEF. See the source shelf at the end of this guide.
Young people · 3 minute read
Period discomfort & getting help
Some people have cramps or discomfort before or during a period. You deserve support, and pain that disrupts your usual activities deserves medical attention.
Gentle comfort
A warm bath or gentle movement may help. If using a warm compress or hot-water bottle, wrap it in cloth to protect your skin.
Ask for health advice
Speak to a health professional when pain stops your usual activities, or your periods become more painful, heavy or irregular.
You can ask privately
A trusted adult can help you arrange care. You do not need to describe symptoms to a class or facilitator group.
Severe pain needs prompt attention.
If pain is severe or worse than usual, seek prompt medical assessment. This lesson does not diagnose symptoms or recommend medicine doses.
Pause and reflect
How could a school make asking for help easier?
Think about a named support person and a private way to approach them.
No personal experiences need to be shared.
Learning source: NHS. See the source shelf at the end of this guide.
Educators · 4 minute read
Make learning accessible
An inclusive session gives learners choices about how to listen, read, ask questions and participate. Ask about access needs before the session.
Check the setting
Consider the route into the room, seating, privacy and the usability of nearby facilities. Check with the people who will use them.
Offer different ways to learn
Use plain language, readable materials and spoken explanations. Where possible, arrange reviewed language or accessible-format support.
Let people choose
Allow anyone to pass, ask a question privately or choose a different way to participate. Do not assume that a disability means someone cannot understand or decide.
Plan with people.
Ask participants or their nominated support person what would make participation easier. Keep access requests separate from personal health stories.
Make the follow-up accessible too.
Explain the next action in a format the person can use, and confirm how they prefer to receive information. This English edition has not yet been translated or provided as reviewed audio.
Pause and reflect
Which barrier could you remove before your next session?
Choose one change to materials, the room or the way questions are invited.
No personal experiences need to be shared.
Learning source: UNICEF. See the source shelf at the end of this guide.
Guided learning paths.
For young people
Understand periods, prepare for school and know how to find support.
Choose 15, 30 or 45 minutes. Allow people to pass and keep questions private. Identify a trusted contact before you begin. Use the approved national package for official programme teaching.
Welcome & agree the ground rules
15-minute session: 2 min · 30-minute session: 4 min · 45-minute session: 5 min
Explain the session purpose. Everyone can listen; nobody has to share a personal experience. Agree respectful language and a private route for questions.
Ask the group: What makes a question feel welcome?
15-minute session: 3 min · 30-minute session: 6 min · 45-minute session: 10 min
Discuss product instructions, water, soap, privacy and a trusted support person. Use generic examples; do not endorse a supplier or collect personal stories.
Ask the group: What do products need around them to work well?
15-minute session: 4 min · 30-minute session: 8 min · 45-minute session: 12 min
Invite the group to offer a supportive response. Discuss privacy, kindness and helping someone reach a trusted adult. Participation can include listening only.
Ask the group: A classmate wants to speak to a teacher privately. What could you do?
15-minute session: 3 min · 30-minute session: 6 min · 45-minute session: 8 min
Choose an organisational action: improve a facility, clarify the support contact or arrange another learning session. Record the action and responsible role without learner names or health information.
Ask the group: What will we improve, who will own it, and when will we check it?
Self-recorded practice session. No learner names or health information are needed.
Your teaching shelf.
A conversation that welcomes everyone
An original practice session for teachers and community educators. Adapt the language to your group and use approved programme materials for health teaching.
Before you begin
Choose an accessible, comfortable setting.
Explain that nobody has to share a personal story.
Identify the trusted educator or health worker who can answer questions afterwards.
A 30-minute session
5 minutes: welcome the group and agree respectful ground rules.
10 minutes: explore what makes a supportive school or community.
10 minutes: discuss one scenario from the Let’s talk activity.
5 minutes: choose one practical action and explain where questions can go.
Discussion prompts
What makes a question feel welcome?
How can we support someone without embarrassing them?
What practical improvements would make this setting more inclusive?
Close with care
Let participants choose whether to contribute.
Do not record individual health details.
Share the agreed next step and a verified local support contact.
Listen first. Talk with care.
Six original prompts for a respectful conversation. These are practice materials, not the official Zero Taboos cards.
Make space
What helps you feel listened to?
Who would you feel comfortable asking a question?
Learn together
How could we find reliable information together?
What should we do when we are unsure of an answer?
Offer support
What kind of practical help would feel useful?
What would you prefer to keep private?
Make room for dignity
A discussion checklist for school staff. Use it to identify practical needs and agree who will follow up.
Information
Are teaching materials accurate, appropriate and understandable?
Do learners know who they can approach with questions?
Facilities
Are suitable water, soap and sanitation facilities available?
Are facilities private and accessible to learners with disabilities?
Community
Are teasing and stigma addressed consistently?
Are boys and caregivers included in supportive education?
Next steps
Agree one improvement, a responsible person and a review date.
Record organisational actions, not individual health histories.
Bring your community into the conversation
Prepare an organisational request before approaching a programme team. This worksheet does not submit a request or guarantee assistance.
Your organisation
Organisation name and type: ____________________
Province and district: ____________________
Estimated audience size: ____________________
What would help?
Education resources / facilitator training / product information / accessible resources
Who is the intended audience? ____________________
What language or access needs should the team consider? ____________________
Plan your next step
Who is your organisation’s contact person? ____________________
Which programme team will you approach? ____________________
When will you follow up? ____________________
Let’s talk.
Read each situation. Discuss a response before looking at the suggested answer. This is an original Dignity activity, not the official Zero Taboos game.
1. A classmate asks to speak to a teacher privately. What is a supportive response?
Ask them to explain in front of everyone.
Respect their privacy and help them reach the teacher.
Share your guess about what is wrong.
Suggested response
Respect their privacy and help them reach the teacher.
Privacy gives people control over what they share. You can offer help without asking for personal details.
2. Someone repeats a hurtful joke about periods. What could you do?
Laugh so you do not stand out.
Repeat it in another group.
Say that teasing is unkind and support the person affected.
Suggested response
Say that teasing is unkind and support the person affected.
Respectful language helps create a setting where people can learn and ask questions without shame.
3. A facilitator asks everyone to describe a personal experience. How should participation work?
Anyone should be allowed to pass.
Everyone must share to prove they listened.
Only the most confident person should speak.
Suggested response
Anyone should be allowed to pass.
A learning session does not require anyone to disclose personal information. Passing should always be an option.
4. Your community needs teaching resources. What is a useful first step?
Collect private health histories from learners.
Describe the organisation, audience and resources needed.
Promise that a sponsor will supply everything.
Suggested response
Describe the organisation, audience and resources needed.
Clear organisational information helps a programme team assess a request. It does not require individual health records or promises of funding.
5. You are asked a health question you cannot answer. What should you say?
Make a confident guess.
Tell them not to ask questions.
Say you are unsure and help find a reliable educator or health professional.
Suggested response
Say you are unsure and help find a reliable educator or health professional.
It is okay not to know. Reliable information and a trusted professional are better than a guess.
School readiness worksheet.
Discuss these areas with staff. Mark Ready / Needs work / Not assessed. This is not a certification; record school actions, not learner names or health details.
A private changing space
Doors offer privacy and can be secured from inside.
Ready ___ Needs work ___ Not assessed ___
Water and handwashing soap
Learners can reach water and soap when needed.
Ready ___ Needs work ___ Not assessed ___
Suitable disposal arrangements
Used disposable products can be placed in a suitable bin; they are not flushed.
Ready ___ Needs work ___ Not assessed ___
Accessible facilities
Consider learners with disabilities and the assistance they choose.
Ready ___ Needs work ___ Not assessed ___
A trusted support person
Learners know whom to approach privately with a question.
Ready ___ Needs work ___ Not assessed ___
Clear, respectful information
Teaching is understandable, avoids stigma and includes boys and caregivers.
Ready ___ Needs work ___ Not assessed ___
Agree and review practical actions
For each improvement, record the action, school or organisation, responsible role and review date. Track Planned / In progress / Needs support / Complete. Review the plan with staff and keep learner health information private.
Action 1
School / organisation: ____________________________
Action: ____________________________________
Responsible role: ____________________________
Review date: ________________________________
Status: ____________________________________
What support or follow-up is needed? ______________
Action 2
School / organisation: ____________________________
Action: ____________________________________
Responsible role: ____________________________
Review date: ________________________________
Status: ____________________________________
What support or follow-up is needed? ______________
Action 3
School / organisation: ____________________________
Action: ____________________________________
Responsible role: ____________________________
Review date: ________________________________
Status: ____________________________________
What support or follow-up is needed? ______________
Evidence with context.
72% — Reported product affordability estimate
UNFPA reported that an estimated 72% of girls could not afford menstrual products.
August 2026 · Girls in Zimbabwe, as described by the announcement
Reported estimate. The announcement does not identify the underlying survey, sample or calculation.
76% — A gap in information about growing up
UNICEF reported that 76% of surveyed girls lacked basic information about adolescent body changes.
Published May 2021 · Girls surveyed in rural and urban schools
Historical school-study finding. It does not mean 76% of all girls currently lack menstrual education.
77% — Privacy at school needs attention
UNICEF reported that 77% of surveyed girls lacked a private, lockable compartment for changing at school.
Published May 2021 · Girls surveyed in rural and urban schools
Historical school-study finding, not a current nationwide facilities audit.
2 districts — The announced starting point
Binga and Bulilima were named as initial pilot districts for the education package.
September 2026 · Announced programme pilots
A rollout intention. The platform does not report verified delivery in these districts.
Launch, national education package, facilitator guide, Zero Taboos, Binga and Bulilima pilots, and shared responsibility across schools, families and business.
Announcement describes intentions and reported estimates; it does not verify delivery outcomes.
A mixed-methods pre/post study followed 303 young women aged 16-24 in two Harare communities. The combined intervention linked education with products and support; knowledge, perceptions and practices improved over follow-up.
No control group for this menstrual-health cohort; 184 participants were retained at endline, with COVID-19 affecting follow-up. This does not prove that a website alone improves attendance.
Interviews and group discussions with 20 purposively selected girls at one rural school identified financial, privacy and social barriers to menstrual management.
The abstract was reviewed. Small, purposive, single-school qualitative sample; findings identify design needs and are not national prevalence estimates.
The Buhera programme combined household grants, cash transfers, menstrual kits and awareness sessions. Its account reports kits for 1,007 girls and awareness activity at 48 schools.
Historical implementation account, not an independent causal evaluation. Benefits cannot be assigned to digital education or products alone.
Emerging national data suggest around two in five schools provide menstrual health education. The report highlights inconsistent definitions and major gaps in outcome measurement.
Global context, not a Zimbabwe estimate. Available indicators and definitions differ across countries; a local pilot needs its own verified baseline.
16 original AI-generated illustrations show imagined people and settings. They are not photographs of programme participants. Ministry identity is attributed for programme context; no approval or affiliation is claimed.
