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- Title
'Everyone needs to be educated': pupils' voices on menstrual education.
- Authors
Brown, Natalie; Forrest, Laura J.; Williams, Rebekah; Piasecki, Jessica; Bruinvels, Georgie
- Abstract
Background: 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. Methods: 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. Results: 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. Conclusion: 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. Plain English Summary: Female pupils attending primary and secondary schools across England and Wales have shared their perceptions and experiences of school menstrual education, including perceived gaps in their own understanding. Pupils highlighted education was limited and sometimes no lessons were provided. Generally education focussed on the biology of the menstrual cycle rather than lived experiences and management solutions, as requested by pupils. Discussions also explored pupils' preferred learning style and environment for period education. A negative impact of the menstrual cycle on school was evident, especially within Physical Education (PE). The wider school environment, such as access to toilet facilties was repeatedly raised as an issue across all focus groups. The information collected highlights the lack of menstrual education received and subsequent impact of menstruation and menstrual-related symptoms in school and PE participation. The abundance of information requested by pupils highlights the deficit in information provided to young people to understand and manage periods in school.
- Subjects
WALES; ENGLAND; HIGH schools; SCHOOL environment; CURRICULUM; QUALITATIVE research; FOCUS groups; ELEMENTARY schools; PSYCHOLOGY of school children; PSYCHOLOGY of high school students; PHYSICAL education; TEACHING methods; INFORMATION needs; THEMATIC analysis; RESEARCH methodology; MENSTRUAL cycle; MENSTRUATION; STUDENT attitudes; HEALTH education; SOCIAL support; MENSTRUATION disorders; PHYSICAL activity; ADOLESCENCE; CHILDREN
- Publication
Reproductive Health, 2024, Vol 21, Issue 1, p1
- ISSN
1742-4755
- Publication type
Article
- DOI
10.1186/s12978-024-01862-6