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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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DOI (Published version): 10.1186/s12978-024-01862-6

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
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URI: https://cronfa.swan.ac.uk/Record/cronfa67546
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first_indexed 2024-09-03T13:58:35Z
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spelling v2 67546 2024-09-03 'Everyone needs to be educated': pupils' voices on menstrual education. 22c0647f05ef81cb0ce67977c5efdfe4 0000-0003-2369-9881 Natalie Brown Natalie Brown true false 2024-09-03 EAAS 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).] Journal Article Reproductive Health 21 Springer Nature 1742-4755 Menstrual health, periods, students, curriculum 20 8 2024 2024-08-20 10.1186/s12978-024-01862-6 COLLEGE NANME Engineering and Applied Sciences School COLLEGE CODE EAAS Swansea University SU College/Department paid the OA fee Swansea University 2024-09-03T15:02:46.1196140 2024-09-03T14:06:12.7492090 Faculty of Science and Engineering School of Engineering and Applied Sciences - Sport and Exercise Sciences Natalie Brown 0000-0003-2369-9881 1 Laura J Forrest 2 Rebekah Williams 3 Jessica Piasecki 4 Georgie Bruinvels 5 67546__31251__a3027ddd3d2745df8f532b77106575c9.pdf 67546.VoR.pdf 2024-09-03T14:34:35.1886238 Output 916420 application/pdf Version of Record true © The Author(s) 2024. This article is licensed under a Creative Commons Attribution 4.0 International License (CC-BY). true eng https://creativecommons.org/licenses/by/4.0/
title 'Everyone needs to be educated': pupils' voices on menstrual education.
spellingShingle 'Everyone needs to be educated': pupils' voices on menstrual education.
Natalie Brown
title_short 'Everyone needs to be educated': pupils' voices on menstrual education.
title_full 'Everyone needs to be educated': pupils' voices on menstrual education.
title_fullStr 'Everyone needs to be educated': pupils' voices on menstrual education.
title_full_unstemmed 'Everyone needs to be educated': pupils' voices on menstrual education.
title_sort 'Everyone needs to be educated': pupils' voices on menstrual education.
author_id_str_mv 22c0647f05ef81cb0ce67977c5efdfe4
author_id_fullname_str_mv 22c0647f05ef81cb0ce67977c5efdfe4_***_Natalie Brown
author Natalie Brown
author2 Natalie Brown
Laura J Forrest
Rebekah Williams
Jessica Piasecki
Georgie Bruinvels
format Journal article
container_title Reproductive Health
container_volume 21
publishDate 2024
institution Swansea University
issn 1742-4755
doi_str_mv 10.1186/s12978-024-01862-6
publisher Springer Nature
college_str Faculty of Science and Engineering
hierarchytype
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 Engineering and Applied Sciences - Sport and Exercise Sciences{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Engineering and Applied Sciences - Sport and Exercise Sciences
document_store_str 1
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description 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).]
published_date 2024-08-20T15:02:44Z
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