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

Perceptions and experiences of the menstrual cycle amongst elite adult and adolescent football players

The purpose of this study was to investigate players' experiences and perceptions of the menstrual cycle (MC) and the perceived impact on performance. Female elite adult (n = 31, age 24.6 ± 5.1 years) and adolescent (n = 65, age 15.0 ± 1.1 years) players completed an online questionnaire consisting of quantitative and qualitative questions. MC symptoms were experienced by 90.1% naturally menstruating participants (86.9% adolescents and 93.6% adults (x2 = 1.53, df = 2, p = 0.47, n = 92)), and 78.3% adolescents perceived their MC impacts performance, compared to 96.4% adults (x2 = 4.54, df = 1, p = 0.033, n = 74). Physical symptoms, psychological symptoms and energy levels were cited as key reasons for the MC negatively impacting performance. Challenges in communicating MC experiences were reported by 44.92% (n = 23) adolescents compared to 20.0% (n = 6) adults (x2 = 7.29, df = 2, p = 0.026, n = 82), with a perceived lack of knowledge, ability to relate and awkwardness cited as key reasons. Football players report wellbeing and performance impacts due to their MC, highlighting the need for individual understanding and support. Furthermore, understanding the experiences of adolescents enables the development of targeted support structures that equip them with tools to manage and communicate about their MC, and hopefully preventing issues as they become senior players.

"If everyone comes together, many things can be changed": A qualitative study on men's perspectives on menstrual health and equity in the Barcelona area (Spain)

There is a paucity of research exploring how men and individuals who do not menstruate comprehend menstrual health and equity. The objective of this study was to explore the conceptualization and attitudes towards menstruation and the menstrual cycle among men and people who do not menstruate aged between 18 and 55 in the Barcelona area. Furthermore, it examined their involvement in menstrual health and equity initiatives. This qualitative study employed a feminist critical perspective. Seventeen semi-structured photo-elicitation interviews were conducted. It was frequently observed that menstrual education was often inadequate and biomedical in nature. Participants often acquired knowledge about menstruation through interactions with menstruating sex-affective partners. Menstruation was generally perceived negatively, and menstrual taboo and stigma were apparent. Some participants expressed the view that men should raise awareness of a more positive stance on menstruation. The findings of this study highlight the need for structural menstrual policies and community programs where men and people who do not menstruate are involved.

A formative investigation assessing menstrual health literacy in professional women's football

The aim of this study was to assess and compare menstrual health literacy in professional women's football. A three-section questionnaire was completed by professional players (n = 25), development players (n = 22) and staff (n = 19). The mean total knowledge score (out of 19) was lower for development players (5.4 ± 2.9) than professional players (7.8 ± 3.2) and staff (9.1 ± 4.8) (p < 0.001). No group achieved >50% correct answers. For each group, knowledge of the menstrual cycle (MC) was greater than knowledge of hormonal contraceptives (HC) (p < 0.001). Previous MC and HC education did not correspond to higher knowledge scores in professional players (p = 0.823) or development players (p = 0.274). In professional and development players, comfort of communication was influenced by the sex of whom they were communicating with (p < 0.001), with a preference for females. In conclusion, results from the present study suggest refined education strategies and new approaches are required for both players and staff to improve menstrual health literacy in professional women's football.

'It's a Horrible Place to Have a Period': A Survivor-Led Investigation of Experiences of Menstrual Health in Psychiatric Inpatient Settings in England

This study examined patients' experiences of menstrual health in psychiatric inpatient settings in England as reported by staff and patients. Questionnaires were conducted with 67 staff members and 101 people with lived experience of menstruation and treatment on a psychiatric ward. 10 semi-structured interviews were conducted with people with lived experience. Data were analysed using reflexive thematic analysis. Grouped into overarching themes of institutional and interpersonal environments, four themes were identified: access to menstrual materials; the lack of privacy when menstruating in psychiatric inpatient settings; attitudes and approaches to menstruation; and menstrual support needs and care provision. There was variation among the experiences reported, with some patients receiving dignified care, whilst others described facing 'degrading' and 'dehumanising' treatments and enhanced feelings of shame and embarrassment around menstruation, in comparison with what they usually experience. This appeared to arise due to the interplay between mental health services overlooking menstruation and the overreliance on restrictive practices. These experiences may be understood as menstrual injustices, period poverty, potentially amounting to neglect and posing iatrogenic harms. Participants also discussed how their mental illness and distress, particularly within the context of trauma and/or eating disorders, shaped their menstrual experiences. However, many patients did not receive adequate support in relation to this. Patients' pain and disorder related to menstruation, or gynaecological conditions, was often described as being dismissed by staff or being viewed as beyond the responsibility of mental health services. This study highlighted the urgency for actions to be taken to provide greater support for patients who menstruate in psychiatric inpatient settings.

Challenges of menstrual health: Knowledge and prejudices in Mexican public lower-secondary school female students

A cross-sectional study describing aspects of menstrual poverty was analyzed with 201 female lower-secondary students in Mexico. The 15.5% indicated having a lot of knowledge about menstruation before experiencing it, increasing to 36.5% once menstruation began. Nearly 80% expressed negative or erroneous ideas about menstruation. Adolescents whose mothers have a basic educational level or lack formal education are twice as likely to not have information at the time of menarche (OR = 2.08, 95% CI 1.00, 4.33). Promoting educational initiatives would help that new generations of adolescents can live a menstruation in a dignified, safe and positive way.

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

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.

Period Product Resources and Needs in Missouri Schools: Focus Group Discussions with School Nurses

This study explored period product resources and needs in Missouri schools from the perspective of school nurses. We conducted eight focus groups with school nurses (n = 51) across Missouri using purposive sampling. Focus group data were analyzed in Dedoose via multiple coders and achieved strong inter-rater reliability (Cohen's Kappa = 0.92). Several interconnected themes with associated sub-themes were identified. First, school nurses do not have sufficient resources to help students manage menstruation and minimize menstruation-related absenteeism. Second, schools' heavy reliance on donations can lead to inconsistencies in supply and a mismatch between what is donated and what is most needed. Third, school nurses desire additional educational resources around menstruation management for students and caregivers. Nurse-identified themes can help inform recommendations for improving schools' response to students' menstrual hygiene needs by highlighting priorities for educational content, resources, and product acquisition with a goal of ensuring the suitability and sustainability of MHM in schools.

Menarcheal experience, beliefs about and attitudes toward menstruation in Mexico: Changes in the last 20 years

We explored how menarcheal experiences and attitudes toward menstruation of Mexican adolescents have changed in the last 20 years. Two questionnaires were applied to female adolescent students, and the results were compared with those obtained in 2002-3 when adolescents of the same ages were surveyed using the same questionnaires. Although some aspects of menstrual education have not changed, the secrecy surrounding menstruation has diminished. In contrast, the belief that menstruation is disabling and keeps women from their normal activities has increased. It is important that adolescents receive adequate preparation about psychosocial and physical aspects of the menstrual cycle.

Experiences of users of period tracking apps: which app, frequency of use, data input and output and attitudes

RESEARCH QUESTION

What are the experiences of users of period tracking apps in relation to which apps they use, their frequency of use, the type of data and their attitudes to period tracking apps?

DESIGN

This was an observational mixed-methods study using an online survey designed using Qualtrics XM. The survey included 50 open-ended and multiple choice questions, but only specific questions were analysed in this study. The survey was promoted via social media for 22 days between 30 June and 21 July 2021.

RESULTS

Of the 375 total participants, 326 responses were complete and included in analysis. In the results section further down, this is explained as 330 complete responses, with 4 additional responses excluded due to data inconsistencies. The participants' age range was 14-54 years, with a mean of 26.0 (±7.81) years. Most participants (61.9%) had been using a period tracking app for 2 years or longer. Of these 85.6% entered more data when on their period, 31% at a frequency of once a day. There were approximately equivalent proportions of participants who felt that entering data into their app was either 'part of their normal routine' (43.3%) or 'not a priority' (38.0%). Thematic analysis of the participants' experiences of using period-tracking apps revealed five main themes: symptom tracking and understanding general health; concerns with period start date predictions; the problems with fertility tracking; concerns about cost; and concerns about data privacy.

CONCLUSIONS

The infrequency of data inputting and the wide range of symptoms tracked reflects the differing needs of participants from their period-tracking apps. This highlights the need for increased education and research into understanding the realities of variations in using apps.

“It always gets pushed aside:” Qualitative perspectives on puberty and menstruation education in U.S.A. schools

Adolescent girls in the U.S.A. often lack sufficient education on pubertal and menstrual health topics. This educational gap may be growing given the current decline in American elementary and middle schools' delivery of sexual health education. Furthermore, little is known about the actual scope and quality of existing menstruation and puberty education in U.S.A. schools. This paper provides insights into some of the challenges with the delivery of menstruation and puberty education in schools. Qualitative and participatory research methodologies were utilized with Black and Latina girls ages 15–19 and adults working with youth in three U.S.A. cities (Chicago, Los Angeles, and New York City), exploring experiences of menstruation within school and family contexts. Findings revealed tension between school responsibility and family authority in providing menstruation and puberty education in schools, school- and teacher-related delivery challenges, and inadequate and disengaging menstruation and puberty content. Further research is needed on the effectiveness and best practices for providing this education in schools, including improved understanding on student and parent preferences, delivery mediums and the scope of content.