Key Social Norms Take-aways Menstrual stigma among adolescent boys is reinforced through social silence, gender roles, peer interactions, and cultural and religious practices. Boys observed menstrual restrictions within families—such as prohibitions on prayer, cooking, and household activities—often without receiving explanations, which can lead them to internalize menstruation as impure or shameful. Parents’ and teachers’ reluctance to discuss menstruation and peer jokes further normalize embarrassment and misinformation. Importantly, boys expressed willingness to support menstruating peers and challenge stereotypes, suggesting that accurate, inclusive education can help shift these norms and position boys as allies in reducing menstrual stigma.

Objectives To explore adolescent boys’ perceptions and knowledge of menstruation, including their information sources, experiences of menstrual stigma, cultural influences, and willingness to support menstruating peers in order to inform menstrual health education in coeducational settings.

Methods This qualitative, exploratory study purposively recruited 46 boys aged 13–17 years from urban schools in Guwahati, India. Seven focus group discussions were conducted until data saturation, with questions addressing social perceptions and stigma, cultural influences, menstrual knowledge, and supportive attitudes and behaviors. Discussions were transcribed and translated, and data were manually analyzed using inductive thematic analysis. Social norms were explored qualitatively through boys’ perceptions of how peers and communities discuss menstruation, cultural and religious restrictions, family and teacher silence, fear of social judgment, peer teasing, and perceived expectations around discussing and supporting menstruating girls.

Results Boys generally had incomplete or inaccurate knowledge of menstruation and described embarrassment discussing it because of anticipated judgment from peers, girls, and family members. Parents and teachers often avoided or inadequately addressed menstruation, limiting access to reliable information. Boys reported observing cultural and religious restrictions surrounding menstruation and peer jokes that reinforced stigma. Despite these influences, many expressed empathy and willingness to provide practical and emotional support to menstruating peers. Participants supported earlier, more comprehensive menstrual education, although opinions differed over whether education should occur in mixed-gender or gender-separated sessions.

Conclusions Engaging adolescent boys in menstrual health education can address knowledge gaps, challenge stigma and cultural taboos, and foster supportive attitudes. The authors recommend comprehensive, age-appropriate approaches that involve boys, strengthen teachers’ ability to discuss menstruation sensitively, engage families, and create opportunities for open discussion. Such efforts may enable boys to challenge restrictive social norms and contribute to more gender-equitable and supportive menstrual health environments.