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

Natalie Brown, Rebekah Williams, Georgie Bruinvels, Jessica Piasecki, Laura J. Forrest

Frontiers in Global Women's Health, Volume: 3

Swansea University Author: Natalie Brown

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DOI (Published version): 10.3389/fgwh.2022.827365

Abstract

The purpose of this study was two-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. 789 teachers (91% female) from all stages of school education in...

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Published in: Frontiers in Global Women's Health
ISSN: 2673-5059
Published: Frontiers Media SA 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa59610
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spelling 2022-05-27T11:16:30.9081532 v2 59610 2022-03-14 Teachers' Perceptions and Experiences of Menstrual Cycle Education and Support in UK Schools 22c0647f05ef81cb0ce67977c5efdfe4 Natalie Brown Natalie Brown true false 2022-03-14 STSC The purpose of this study was two-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. 789 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. 498 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. Journal Article Frontiers in Global Women's Health 3 Frontiers Media SA 2673-5059 Menstrual health education, menstrual literacy, school, teacher, periods 14 2 2022 2022-02-14 10.3389/fgwh.2022.827365 COLLEGE NANME Sport and Exercise Sciences COLLEGE CODE STSC Swansea University 2022-05-27T11:16:30.9081532 2022-03-14T15:32:56.8965179 Faculty of Science and Engineering School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences Natalie Brown 1 Rebekah Williams 2 Georgie Bruinvels 3 Jessica Piasecki 4 Laura J. Forrest 5 59610__22671__6ebc015b60ad45499d6f7e5314391ad7.pdf 59610.pdf 2022-03-25T12:34:23.2083893 Output 524772 application/pdf Version of Record true © 2022 Brown, Williams, Bruinvels, Piasecki and Forrest. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) true eng http://creativecommons.org/licenses/by/4.0/
title Teachers' Perceptions and Experiences of Menstrual Cycle Education and Support in UK Schools
spellingShingle Teachers' Perceptions and Experiences of Menstrual Cycle Education and Support in UK Schools
Natalie Brown
title_short Teachers' Perceptions and Experiences of Menstrual Cycle Education and Support in UK Schools
title_full Teachers' Perceptions and Experiences of Menstrual Cycle Education and Support in UK Schools
title_fullStr Teachers' Perceptions and Experiences of Menstrual Cycle Education and Support in UK Schools
title_full_unstemmed Teachers' Perceptions and Experiences of Menstrual Cycle Education and Support in UK Schools
title_sort Teachers' Perceptions and Experiences of Menstrual Cycle Education and Support in UK Schools
author_id_str_mv 22c0647f05ef81cb0ce67977c5efdfe4
author_id_fullname_str_mv 22c0647f05ef81cb0ce67977c5efdfe4_***_Natalie Brown
author Natalie Brown
author2 Natalie Brown
Rebekah Williams
Georgie Bruinvels
Jessica Piasecki
Laura J. Forrest
format Journal article
container_title Frontiers in Global Women's Health
container_volume 3
publishDate 2022
institution Swansea University
issn 2673-5059
doi_str_mv 10.3389/fgwh.2022.827365
publisher Frontiers Media SA
college_str Faculty of Science and Engineering
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hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences
document_store_str 1
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description The purpose of this study was two-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. 789 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. 498 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.
published_date 2022-02-14T04:17:03Z
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