Table 3.

emerging categories, themes and sub-themes from the data on the experiences with menstrual associated shame, embarrassment, stigma and absenteeism among pubescents’ in a rural and semi-urban co-educational secondary schools in Enugu State, Nigeria

s/n	Categories	Themes	Sub-themes
1.	Bio-physiological functioning	Individuals’ bio-physiological status, knowledge of menstrual health and menstrual characteristics, influence pubescent menstruation behavior	1) Bio-physiological status; 2) knowledge of menstrual characteristics; 3) menstrual health status
2.	Regimenting school	Regimenting school through strict rule enforcement, punishment/motivation, forced participation and compliance have influence on the menstruation behaviour of menstruating pubescent in the school	1) Rule enforcement; 2) punishment/motivation; 3) forced participation; 4) forced compliance
3.	Regulating activities	Regulating school activities including academic activities/examinations, sporting and other extra curricula activities with/without options may influence the behavior of a menstruating pubescent in school	1) Classroom activities/exams; 2) sporting/other activities
4.	Providing menstruation support	Providing menstrual support by individual and institutional efforts to menstruating pubescent may influence menstruation behavior	1) Individual support; 2) institutional support