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'Everyone needs to be educated': pupils' voices on menstrual education.

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

Reproductive Health, Volume: 21

Swansea University Author: Natalie Brown Orcid Logo

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Abstract

Physical, affective and behavioural symptoms associated with the menstrual cycle are commonplace. Adolescents with problematic symptoms have reported a negative impact on school attendance, behaviour and participation in physical activity. In the United Kingdom, evidence suggests that menstrual heal...

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Published in: Reproductive Health
ISSN: 1742-4755
Published: Springer Nature 2024
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa67546
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Abstract: Physical, affective and behavioural symptoms associated with the menstrual cycle are commonplace. Adolescents with problematic symptoms have reported a negative impact on school attendance, behaviour and participation in physical activity. In the United Kingdom, evidence suggests that menstrual health education delivered by teachers focusses on menstrual cycle biology as opposed to management of menstruation and menstrual cycle related symptoms. Through obtaining the pupil voice, this study aimed to understand young people's perceptions and experiences of menstrual education in schools and their experiences of menstruating whilst at school, including within Physical Education. To address the aims, a qualitative descriptive study was conducted. Nine focus groups with female pupils (n = 48; ages 10-15 years) were completed across six school locations in England and Wales, including primary and secondary schools. A range of elements relating to the menstrual cycle, education at school and PE were discussed by pupils. Four main themes were developed (a) Education preferences, (b) Period positive environments, (c) Personal experiences and (d) Impact on school. Similarities were reflected across focus groups in terms of current (lacking) education, lesson style and preferences, comfort of conversations, lack of school support and impact on school and PE. The findings highlight the lack of menstrual education received and subsequent impact of menstruation and menstrual-related symptoms in school and PE. The abundance of information requested by pupils highlights the deficit in understanding about how to manage periods in school and remain engaged in physical activity. Schools can utilise information from the current study to; create period positive environments; consider lesson content and format; and explore how to support girls to stay physically active in PE. [Abstract copyright: © 2024. The Author(s).]
Keywords: Menstrual health, periods, students, curriculum
College: Faculty of Science and Engineering
Funders: Swansea University