National Girl Child Day: Girlhood, Education, and Bodily Autonomy

National Girl Child Day is often marked by messages of empowerment and slogans of aspiration however, its deeper purpose lies in drawing attention to the everyday conditions under which girls grow up, particularly during adolescence—a phase where education, health, and dignity intersect most sharply. Rather than regarding girlhood as a preparatory stage for future equality, the day urges us to reflect on how social structures, institutions, and cultural norms shape girls’ lived experiences on the present day.

Redefining Girlhood in India on National Girl Child Day

Girlhood in India is deeply structured by gendered expectations. While access to schooling has improved significantly over the years, education for girls continues to be shaped by factors far beyond enrolment numbers. Safety concerns, domestic responsibilities, early marriage, and social control over mobility all influence whether a girl can attend school consistently and meaningfully. Education, therefore, cannot be understood in isolation from the social realities that define a girl’s everyday life.

Adolescence marks a particularly critical turning point. As girls’ bodies change, they often encounter heightened surveillance and regulation, both within families and in public spaces. This period is frequently accompanied by silence around health, restricted movement, and an expectation of compliance rather than curiosity. These shifts affect not only a girl’s sense of self but also her relationship with education. Confidence, participation, and continuity in schooling are often disrupted precisely at a stage when sustained educational engagement is most important.

The Critical Transition: Adolescence, Health, and Autonomy

Health and bodily autonomy become central concerns during this transition. Adolescence is a time when access to accurate information, supportive environments, and respectful dialogue is crucial. Yet for many girls, conversations around bodily changes remain limited or stigmatised. When health is treated as a private or shameful matter, girls are left to navigate significant physical and emotional changes without adequate support. This lack of autonomy has direct implications for both well-being and educational outcomes.

Menstrual Health Management: A Barrier to Education

Menstrual health is one of the clearest examples of how bodily processes intersect with structural inequality. Menstruation is a routine biological experience, yet it continues to be framed through stigma and silence. The National Family Health Survey (NFHS-5) indicates that while the use of hygienic menstrual methods has increased among young women, access remains uneven across regions and socio-economic groups. This gap is not merely about products; it reflects broader inequalities in sanitation infrastructure, health education,  institutional support and societal allyship. 

The implications for education are significant. Schools that lack clean toilets, water, or private spaces inadvertently push menstruating girls out of classrooms. Fear of leakage, discomfort, or embarrassment often leads to absenteeism, particularly during the early years of menstruation. Studies and field-based observations consistently show that these disruptions, when repeated, contribute to disengagement and, in some cases, early dropout. What appears to be an individual issue is, in reality, a systemic failure to accommodate girls’ needs with dignity.

The Social Impact of Menstrual Stigma

Menstrual health also shapes how girls perceive their bodies and their place in public spaces. When menstruation is treated as something to be hidden or managed in silence, it reinforces the idea that girls’ bodies are burdensome or disruptive. This undermines confidence and restricts participation, not only in school but in sports, community life, and leadership opportunities. Addressing menstrual health, therefore, is not simply about hygiene; it is about affirming bodily autonomy and self-worth of half the population of the country.

Encouragingly, girls themselves are increasingly challenging these constraints. Across schools and communities, adolescent girls are participating in peer education, initiating conversations around menstrual health, and demanding better facilities. These actions, though often informal and under-recognised, reflect a growing assertion of voice and agency. They demonstrate that when girls are provided with information and support, they actively work towards creating more inclusive environments for themselves and others.

Moving From Symbolic Recognition to Meaningful Action

National Girl Child Day must be understood as a call to strengthen and facilitate these conditions rather than merely celebrate progress. Protecting a girl’s right to education, health, and dignity, especially during adolescence, requires sustained attention to the material and social realities that shape her life. Menstrual health must be treated as central to this effort, not as a peripheral or charitable concern.

Ensuring access to menstrual hygiene products, safe sanitation, and comprehensive health education is essential to enabling girls to remain in school, participate confidently, and navigate adolescence with autonomy. More broadly, creating environments where girls can learn without fear, ask questions without shame, and experience their bodies without stigma is fundamental to gender justice.

On National Girl Child Day, the focus must shift from symbolic recognition to meaningful action. Supporting girls during adolescence is not only about securing future outcomes; it is about affirming their dignity, agency, and right to thrive in the present