Menstrual education provides opportunities for learners to develop menstrual health literacy skills. However, its inclusion in school curriculum remains limited in developing countries. Therefore, little attention has been paid to the scope of menstrual health in primary school curriculum. This study aims to analyze the status of menstruation topics in the science textbooks to inform the future development of the content of these textbooks regarding menstruation. By employing content analysis on science textbooks that were currently used in primary schools, this study unveils a notable lack of menstrual education in primary schools. The analysis reveals that all four science textbooks of class third to sixth failed to address topics related to menstruation. This study highlights the omission approach used when designing the content of science textbooks reflecting broader sociocultural and political influences in Chad and resulting in a low level of menstrual health literacy skills among learners. The findings underscore the need for menstrual education to promote menstrual health literacy and the need for further research.
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