A groundbreaking study led by researchers at University College London (UCL) has spotlighted critical shortcomings in how menstruation is taught in schools across the United Kingdom. The research reveals that current educational efforts remain narrowly focused on the fundamental biological aspects of periods, neglecting the profound effects menstruation can have on a woman’s mood, well-being, physical performance, and academic outcomes. This limited approach, the study argues, fosters ongoing stigma and confusion around menstruation, preventing many young women from receiving comprehensive support or understanding their own bodies.
Despite sex education becoming a statutory requirement in English primary and secondary schools since 2020, with updates now including conditions like endometriosis and heavy menstrual bleeding, the practical delivery of information about periods remains insufficient for many students. Many pupils receive only two lessons about menstruation throughout their entire schooling—one in primary school and one in secondary school. According to the UCL study, this minimal coverage does not begin to address the spectrum of challenges and experiences associated with menstruation, such as irregular or heavy bleeding, mood fluctuations, and impacts on physical activity and academic engagement.
The researchers emphasize that menstrual education needs to expand beyond the biological cycle to incorporate the psychological and socio-emotional dimensions of menstruation. Dr. Joyce Harper, who leads the investigation at the UCL Institute for Women’s Health, highlights that understanding hormonal effects on mood and social interactions is critical for normalizing conversations about menstruation. The biological facts alone cannot equip students with the full scope of knowledge necessary to manage their menstrual health proactively or seek help when abnormalities occur.
An important recommendation arising from the study concerns the structure of menstrual education. The focus groups expressed a strong preference for mixed-sex teaching environments rather than segregated sessions. Educating boys alongside girls is viewed as essential to dismantling stigma, fostering empathy, and equipping all students with a balanced understanding of menstruation as a natural and shared societal topic. While some participants did recognize the benefits of single-sex classes for discussing sensitive issues openly, the consensus was that mixed sessions promote broader, more inclusive awareness.
The research involved 55 women divided by age to explore generational differences in menstrual education and experiences. Twenty-six women aged 18 to 25, and 29 women aged 26 to 40, participated through online surveys and detailed focus group discussions. Many of the participants were likely educated before menstrual topics became compulsory in schools, offering valuable insight into the long-standing gaps and stigmas perpetuated by the lack of comprehensive education.
Participants reported a wide range of menstrual experiences, with many describing periods as disruptive to mental health and daily functioning. The study underscores the need for teaching that addresses how hormonal fluctuations can influence mood, energy levels, cognition, and physical capability. One participant notably emphasized the urgency of understanding these hormonal changes not merely as a biological given but in terms of their tangible, practical effects on life and learning.
The research also contextualizes menstruation as a highly stigmatized subject that continues to be shrouded in secrecy and shame. This stigma inhibits open dialogue and discourages individuals from seeking medical advice or accommodations, even when experiencing severe menstrual symptoms. Healthcare professionals’ tendency to dismiss menstrual pain or bleeding as ‘normal’ exacerbates these challenges, leaving many women to cope in silence.
Dr. Caroline Musulin, who facilitated discussions with the younger cohort, pointed out that many women suffer unnecessarily due to societal taboos and a systemic failure to recognize menstrual disorders seriously. The expectation to ‘cope’ quietly with pain reinforces negative experiences and reinforces feelings of isolation and shame. This systemic issue elevates the importance of integrating well-informed menstrual health education early and consistently throughout schooling.
Additionally, Dr. Natania Yeshitila’s work with the older age group revealed widespread misunderstandings about bodily functions related to menstruation. For example, some women perceived normal physiological phenomena, such as vaginal discharge, as abnormal due to lack of education. Participants also highlighted confusion about how external factors like stress and contraceptive use influence menstrual cycles—topics rarely if ever addressed in their school curricula.
The study acknowledges the limitations of its recruitment process, which relied on social media channels and may have attracted a somewhat homogeneous demographic similar to the researchers themselves. Moreover, the current research exclusively focused on cisgender women, indicating a pressing need for further studies that include gender-diverse individuals to fully capture the spectrum of menstrual experiences and needs across different populations.
In response to the findings, UCL, in collaboration with the International Reproductive Health Education Collaboration and the charity Wellbeing of Women, is developing comprehensive teaching resources aimed at educators. These resources strive to equip teachers with the tools needed to deliver nuanced and inclusive menstrual health education, encompassing biological, psychological, and social dimensions.
The implications of this study reach far beyond curriculum design. By normalizing menstruation and broadening understanding to include well-being and practical management, schools can play a pivotal role in breaking taboos and fostering environments where students feel empowered and supported. Education that integrates comprehensive menstrual health knowledge promises to improve young people’s academic performance, physical health, and social well-being, challenging entrenched stigmas one lesson at a time.
The call for educational reform is clear: menstruation should be taught more frequently, in mixed-gender settings, and with content that reflects the complex ways periods affect individuals’ lives. Such improvements would not only benefit current students but could catalyze a societal shift towards openness and empathy around reproductive health from a young age.
As conversations about health and gender continue to evolve globally, the UCL study underscores a critical gap in Britain’s school-based education that, if addressed, could significantly enhance young people’s understanding of their bodies and support better health outcomes. The potential societal benefits—ranging from reduced stigma to earlier intervention for menstrual disorders—make a compelling case for urgent and comprehensive educational reform.
Subject of Research:
Article Title: Periods and well-being: A focus group study to discuss how menstruation affects the well-being of women aged 18–40
News Publication Date: 19-Aug-2025
Web References: http://dx.doi.org/10.1177/17455057251362992
References: Women’s Health (journal)
Keywords: Sex education, Science curricula, Menstruation, Women’s studies
