School of Sport and Exercise Science, Swansea University, The Bay Campus, Fabian Way, Skewen, Swansea, SA1 8EN, UK.
School of Health & Life Sciences, University of the West of Scotland, Glasgow, UK.
Reprod Health. 2024 Aug 20;21(1):121. doi: 10.1186/s12978-024-01862-6.
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.
与月经周期相关的身体、情感和行为症状很常见。有问题症状的青少年报告说，这对上学、行为和参加体育活动有负面影响。在英国，有证据表明，教师提供的月经健康教育侧重于月经周期生物学，而不是管理月经和与月经周期相关的症状。通过了解学生的意见，本研究旨在了解年轻人对学校月经教育的看法和体验，以及他们在学校期间（包括在体育课上）的月经经历。
为了实现研究目的，进行了一项定性描述性研究。在英格兰和威尔士的六个学校地点进行了九组女学生（n=48；年龄 10-15 岁）的焦点小组讨论，包括小学和中学。学生们讨论了与月经周期、学校教育和体育课相关的一系列内容。
确定了四个主要主题：（a）教育偏好，（b）月经积极环境，（c）个人经历，（d）对学校的影响。各焦点小组在当前（缺乏）教育、课程风格和偏好、对话舒适度、缺乏学校支持以及对学校和体育课的影响方面存在相似之处。
研究结果强调了在学校和体育课上接受的月经教育不足，以及随后月经和与月经相关的症状的影响。学生要求的大量信息突出表明，他们对如何在学校管理月经并保持参与体育活动的理解存在不足。学校可以利用本研究的信息；创建月经积极的环境；考虑课程内容和形式；并探索如何支持女孩在体育课上保持身体活跃。
