BY: ASHWIN
It was a completely new experience for me to facilitate a workshop on menstruation hygiene for Grade 7 students and to witness their energy, curiosity, and openness throughout the session. I went in thinking I would mostly be teaching, but I came out realizing how much I was also going to learn.
We conducted the workshop at Creative Academy, where we were warmly welcomed by both the students and the teachers. The classroom environment was surprisingly disciplined yet very lively—there was a kind of quiet excitement in the air that made it easy to connect with the students from the beginning.
To break the ice, we started with a dumb charades activity focused on changes during adolescence. The idea was simple: act out and guess. But the impact was much bigger than expected. The students fully engaged, laughing, thinking, and pushing themselves out of their comfort zones. Even those who were usually shy stepped forward and participated with enthusiasm. That small activity created a comfort level that shaped the rest of the session.
When we moved into the topic of the internal female reproductive system, the tone shifted naturally to curiosity and focus. Using clear visuals and a simple presentation, along with a cotton model of the reproductive system, we tried to make the concepts as relatable as possible. What stood out to me was how quickly the students picked up information and how confidently they were able to separate myths from facts around menstruation practices. Their questions were honest, sometimes unexpected, but always thoughtful.
One part that stayed with me personally was when I spoke about the role of men in menstruation. Initially, many of the boys seemed unsure or disconnected from the idea. There was a visible confusion—as if menstruation was something they observed from a distance but never considered their responsibility. But as we discussed roles at individual, family, and community levels, their perspective started to shift. Slowly, there was a realization that supporting menstruation hygiene is not just “women’s concern,” but something that involves empathy, awareness, and responsibility from everyone. That moment of understanding felt important.
The most memorable part of the entire session, however, was the experiencesharing segment. A student confidently came forward and shared her experience of using a menstrual cup. Hearing that from a Grade 7 student was both surprising and inspiring. She spoke about her comfort and how she had adapted to it over the past few months. For many of us—including me—it was one of the first real interactions with someone actually using an alternative menstrual product. It challenged assumptions and quietly expanded our understanding.
By the end of the session, the feedback wall was filled with positive responses, drawings, and messages that reflected how engaged the students had been. It was satisfying, not in a performative sense, but in a grounding way—like the effort made sense.
Walking out of that classroom, I realized the session was never just about teaching menstruation hygiene. It was about breaking discomfort, building awareness, and most importantly, learning how young minds are far more open than we often assume. It was a reminder that education is not a one-way process. We went there to teach, but we also left with new perspectives, new respect, and a stronger sense of why this kind of conversation matters.
