Journal article 31 views 8 downloads
'Everyone needs to be educated': pupils' voices on menstrual education.
Reproductive Health, Volume: 21
Swansea University Author:
Natalie Brown
-
PDF | Version of Record
© The Author(s) 2024. This article is licensed under a Creative Commons Attribution 4.0 International License (CC-BY).
Download (894.94KB)
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...
Published in: | Reproductive Health |
---|---|
ISSN: | 1742-4755 |
Published: |
Springer Nature
2024
|
Online Access: |
Check full text
|
URI: | https://cronfa.swan.ac.uk/Record/cronfa67546 |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
first_indexed |
2024-09-03T13:58:35Z |
---|---|
last_indexed |
2024-09-03T13:58:35Z |
id |
cronfa67546 |
recordtype |
SURis |
fullrecord |
<?xml version="1.0" encoding="utf-8"?><rfc1807 xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xsd="http://www.w3.org/2001/XMLSchema"><bib-version>v2</bib-version><id>67546</id><entry>2024-09-03</entry><title>'Everyone needs to be educated': pupils' voices on menstrual education.</title><swanseaauthors><author><sid>22c0647f05ef81cb0ce67977c5efdfe4</sid><ORCID>0000-0003-2369-9881</ORCID><firstname>Natalie</firstname><surname>Brown</surname><name>Natalie Brown</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2024-09-03</date><deptcode>EAAS</deptcode><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).]</abstract><type>Journal Article</type><journal>Reproductive Health</journal><volume>21</volume><journalNumber/><paginationStart/><paginationEnd/><publisher>Springer Nature</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic>1742-4755</issnElectronic><keywords>Menstrual health, periods, students, curriculum</keywords><publishedDay>20</publishedDay><publishedMonth>8</publishedMonth><publishedYear>2024</publishedYear><publishedDate>2024-08-20</publishedDate><doi>10.1186/s12978-024-01862-6</doi><url/><notes/><college>COLLEGE NANME</college><department>Engineering and Applied Sciences School</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>EAAS</DepartmentCode><institution>Swansea University</institution><apcterm>SU College/Department paid the OA fee</apcterm><funders>Swansea University</funders><projectreference/><lastEdited>2024-09-03T15:02:46.1196140</lastEdited><Created>2024-09-03T14:06:12.7492090</Created><path><level id="1">Faculty of Science and Engineering</level><level id="2">School of Engineering and Applied Sciences - Sport and Exercise Sciences</level></path><authors><author><firstname>Natalie</firstname><surname>Brown</surname><orcid>0000-0003-2369-9881</orcid><order>1</order></author><author><firstname>Laura J</firstname><surname>Forrest</surname><order>2</order></author><author><firstname>Rebekah</firstname><surname>Williams</surname><order>3</order></author><author><firstname>Jessica</firstname><surname>Piasecki</surname><order>4</order></author><author><firstname>Georgie</firstname><surname>Bruinvels</surname><order>5</order></author></authors><documents><document><filename>67546__31251__a3027ddd3d2745df8f532b77106575c9.pdf</filename><originalFilename>67546.VoR.pdf</originalFilename><uploaded>2024-09-03T14:34:35.1886238</uploaded><type>Output</type><contentLength>916420</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>© The Author(s) 2024. This article is licensed under a Creative Commons Attribution 4.0 International License (CC-BY).</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language><licence>https://creativecommons.org/licenses/by/4.0/</licence></document></documents><OutputDurs/></rfc1807> |
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 |
active_str |
0 |
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 |
_version_ |
1809183843125559296 |
score |
11.025749 |