Teachers' Perceptions and Experiences of Menstrual Cycle Education and Support in UK Schools

Abstract

The purpose of this study was 2-fold, to (1) explore current education provision in UK schools including barriers to menstrual cycle education and (2) assess the perceived support teachers received to deliver menstrual cycle education. Seven hundred eighty-nine teachers (91% female) from all stages of school education in England (48%), Scotland (24%), Wales (22%) and Northern Ireland (6%) completed an online survey. The survey captured information on menstrual education in schools, teacher's knowledge and confidence of the menstrual cycle, support provided to teachers, provision of menstrual products in school and perceived impact of the menstrual cycle on young people in school. Four hundred ninety-eight teachers reported lessons were provided on the menstrual cycle (63%), predominantly delivered within personal, social, health and economic or science subjects, with over half of the lessons focusing on the biology (56%) or provision of menstrual products (40%) rather than lived experiences (14%). Teachers perceived the menstrual cycle affected participation in PE (88%), pupil confidence (88%), school attendance (82%) and attitude and behavior (82%). Overall, 80% of teachers felt receiving training would be beneficial to improve menstrual education. The results highlight education is scientifically focused, with less education on management of symptoms or lived experiences. Teachers also perceive the menstrual cycle to influence multiple aspects of school attendance and personal performance. There is a need to address menstrual education provided in schools across the UK to help empower girls to manage their menstrual cycle, preventing a negative impact on health and school performance.

‘Everyone needs to be educated’: pupil’s voices on menstrual education

“…Our previous research, which surveyed teachers, outlined the lack of education provided in schools across the United Kingdom. Only 63% of primary and secondary teachers reported menstrual education was provided and when it was provided, the primary focus was to teach the biology of the menstrual cycle (56%) or provision of menstrual products (40%) (Brown et al, 2022). The ndings of the present study reveal similar experiences from pupils, providing parallel views between the two groups.…”

“…Speci cally in the United Kingdom, 82% of teachers perceived the menstrual cycle to limit school attendance (Brown et al, 2022). Similarly, a negative effect on school behaviour and participation in Physical Education (PE) were reported by 88% of teachers (Brown et al, 2022). This research is supported by recent reports in which periods have been cited as one barrier to physical activity and PE by adolescents in the UK (YST Girls Active, 2023).…”

“…It was perceived that symptoms caused students to be distracted from learning, with 81% believing menstruation to impact upon student learning (Huseth-Zosel & Secor-Turner, 2022). Speci cally in the United Kingdom, 82% of teachers perceived the menstrual cycle to limit school attendance (Brown et al, 2022). Similarly, a negative effect on school behaviour and participation in Physical Education (PE) were reported by 88% of teachers (Brown et al, 2022).…”

“…Given the limited time available to provide menstrual education within the school curricula and the lack of teacher training to ensure teachers are con dent and knowledgeable in their delivery(Brown et al, 2022) additional evidence-based and high-quality web-based resources could be used to improve menstrual education and management(Armour et al, 2022).Within the United Kingdom and beyond, a greater change in society is required. Teachers have described their own personal experiences, facing menarche without adequate support and information and learnt the social and cultural norms of hiding and concealing menstruation(Brown et al, 2022; Saladrigas Clemente, 2023). Despite changes reported over time, with age, teachers report the topic was still di cult to share and discuss both in their private life and their role as teachers.…”

“I really hate it” - Menstruation Experience and Practices among Female Tertiary Students in Hohoe Municipality, Ghana

“…This fosters open conversations, social support and guidance, and reduces discrimination against menstruating schoolgirls [10]. However, research has shown that teachers lack training and con dence in providing information and a positive environment for students to understand the menstrual cycle beyond a purely biological perspective [11]. In cases where teachers are enthusiastic about assisting students, schoolgirls may always prefer their mothers to be their primary source of information about menstrual hygiene management practices [12], perhaps due to the lack of trust in the school system to assist them without a cause for stigma.…”