Breaking barriers: Adolescent girls as change agents for sexual and reproductive health and rights in Nepal

In Nepal, social pressures deprive adolescent girls of autonomy and decisionmaking power over issues such as marriage and pregnancy, directly impacting their sexual health and reproductive rights (SRHR). Although Nepal’s government has legally affirmed that every woman has the right to live with dignity and exercise those rights (Article 38, Section 2), due to the persistent taboos surrounding menstruation, dowry, marriage, and abortion, only 1 in 4 women and girls in Nepal can independently make decisions about their SRHR.

As an Echidna Global Scholar, I have spent the past six months exploring adolescent girls’ awareness of SRHR, identifying barriers, and working with them to strengthen their agency in relation to these rights in and through education. In this blog, I share the journey, process, and insights gained from this process.

Using participatory methods to engage adolescent girls

To achieve the aim of my study, I adopted a participatory action research (PAR) approach that actively explored SRHR issues with girls from grades 6-9 in two public schools in Kathmandu and Lalitpur. First, I created a student club in each school, providing a dedicated space for engagement and collaboration Then, I conducted participatory workshops on SRHR, where I used videos, storytelling, and discussions to explore the scope, key areas, and provisions of SRHR. I then encouraged the students to design plans and activities aimed at raising public awareness of SRHR. In order to amplify their voices and foster a deeper connection to the topic, I used creative methods such as drawing, poetry, songs, and storytelling. These activities allowed the girls to express their voices and question existing norms, strengthen their knowledge, assert their agency, and advocate for the SRHR of other adolescent girls.

Identifying and questioning discriminatory norms

As the girls engaged in the activities, they began to critically analyze how societal norms, school curricula, and family and community dynamics acted as barriers to their SRHR. They recognized how various gender stereotypes, such as the beliefs that “growing girls shouldn’t speak loudly” or that “girls are weak,” actively discourage adolescent girls from seeking or receiving sexual education. These norms create an environment where girls feel restricted from discussing or seeking information about sexual and reproductive health. The girls’ awareness of these societal norms indicates a critical understanding of how women are marginalized within a patriarchal system.

On a similar note, they critically reflected on how the limited access to information about early marriage, pregnancy, and family planning leaves many girls uninformed and unprepared to make healthy decisions. Furthermore, the girls shared that they had no private spaces – other than with their friends – or trusted adults with whom to discuss SRHR issues. The discomfort due to social and cultural taboos about sex and sexuality makes discussion of SRHR almost nonexistent in classrooms and family settings.  

The poem in Figure 1, written by a seventh grader, highlights the author’s voice in challenging harmful social norms surrounding menstruation. Through her writing, she questions cultural taboos and advocates for change, transforming her personal experience into a powerful critique.  Using poetry, the student shifts from being a passive subject to becoming an agent of change, advocating for the SRHR of all women.

Reclaiming their identity as knowers of SRHR

Through the PAR activities, the girls not only started to raise their voices but also began expressing their thoughts, ideas, and knowledge about SRHR in creative ways, like art, poetry, and song, showcasing their growing awareness and advocacy.

The artwork in Figure 2 depicts hands reaching toward a woman’s uterus, symbolizing societal forces like patriarchy, cultural norms, and restrictions that infringe on women’s rights. This artwork also highlights the issue of sexual violence and abuse. The yellow figure signifies the internal suffering of women, particularly those who are victims of sexual violence and societal shame.

The artist (Grade 9) asserts that women are often seen solely as objects of sexual interest. The hands on the left side of the image demand recognition of women’s rights, while the chain symbolizes the barriers that prevent women from fully enjoying their freedom. By illustrating the injustices that women face, the student challenges oppressive systems and amplifies her voice, using art as a tool for social change. Such creative expressions allow girls to critically analyze social issues, transforming their awareness into advocacy for SRHR.

Becoming change agents for SRHR

Through participation in PAR activities, the girls in the study have become change agents. These activities have provided them with opportunities to come together, share their experiences of SRHR, and recognize that they are not alone in their struggle to access these rights. This shared experience has fostered a strong sense of collective identity among participants. Through collaborative engagement, PAR activities have empowered the girls to challenge the status quo, engage creatively in discussions, and create opportunities for action.

As a result of their involvement, the girls in this study began planning various initiatives to raise awareness about SRHR in their schools. They have assumed leadership roles in designing and implementing activities aimed at transforming school discourses, practices, and policies to ensure their SRHR. They reviewed the school calendar and found ways to incorporate SRHR-related initiatives into extra and co-curricular activities. Additionally, they are engaging in dialogue with their teachers to discuss their plans and delegating responsibilities to ensure successful implementation of these activities.

Recommendations

Addressing the barriers to SRHR and strengthening the agency of adolescent girls in Nepal requires a comprehensive and participatory approach that engages multiple stakeholders within the education system and school community. This should include the following:

• Schools must adopt participatory approaches to engage adolescent girls in open discussions about SRHR issues and in designing and implementing initiatives to educate both the school community and the broader public about the importance of SRHR. The Curriculum Development Center (CDC) must revise the national curriculum for school education to integrate SRHR in a more holistic and comprehensive manner. This revision should center the voices of adolescent girls, acknowledging their experiences and knowledge through a bottom-up approach.
• The Center for Education and Human Resource Development (CEHRD) must enhance teacher training and capacity-building programs to effectively deliver SRHR content. Teachers need to be equipped with innovative, participatory pedagogical approaches that foster a supportive environment for discussing SRHR topics, enabling them to engage students more effectively.
• Schools should adopt safe and supportive approaches to school and family engagement where SRHR issues can be openly discussed. This includes incorporating SRHR-related content into extracurricular and co-curricular activities and encouraging student-centered, collaborative, and experiential learning methods that empower adolescents and develop their critical awareness.

I will present more detailed findings and recommendations from this work at the Center for Universal Education’s annual Research and Policy symposium on Gender Equality in and through Education on December 4 and 5. Specifically, I will lead a workshop titled Adolescent Girls’ Agency for Sexual and Reproductive Health Rights on December 5, from 8:00-9:30am EST (5:45-7:15pm NPT).