Why Are We Talking About Periods?
As secondary schools across Wales start a new academic year, staff will be welcoming new learners, reviewing priorities and considering the support young people may need in the months ahead.
Schools are also responding to changes beyond the classroom, particularly the growing influence of social media on how young people understand relationships and gender.
Whether through online discussions, influencers or exposure to misogynistic content, schools are increasingly responding to issues that shape young people’s attitudes before they appear in behaviour or well-being data.
While the relationship between school climate and menstruation-related attendance has not yet been conclusively established, emerging evidence suggests there may be an important connection. Research consistently shows that learners are more likely to attend school when they feel safe, supported, and connected to their school community.
For learners who menstruate, stigma, embarrassment, and negative attitudes surrounding menstruation can create barriers to participation and attendance. A positive school climate—characterised by supportive staff, open communication, and a culture that actively challenges menstrual stigma and wider misogynistic attitudes—may help to create a greater sense of belonging and encourage learners to engage fully with school life.
Listening To Young Men And Boys
Against this backdrop, an earlier study led by Lauren Copeland and Robyn Jackowich explored boys’ and young men’s understanding of periods and menstrual health.
In that survey, many participants said they wanted more information about menstrual health and in particular period management advice.
Many said they knew very little about periods, despite recognising that menstruation is part of the everyday lives of friends, family members and future partners. They welcomed the opportunity to learn more.
“A lot of the boys didn’t take it very seriously and would make jokes […] if we had been taught more about what women and girls experience on their periods and how serious some of the symptoms can be then it would have been taken more seriously and been of more benefit to us…”
A New Opportunity For Schools
These findings have led to a new study funded by the National Institute for Health and Care Research ‘Engaging Boys and Young Men in Menstrual Health’ by Dr Lauren Copeland Cardiff Metropolitan University and Dr Robyn Jackowich Cardiff University, exploring where boys and young men learn about periods, the questions they still have, and how schools can better support understanding while reducing stigma.
The study will work with secondary schools in Wales to better understand what information boys receive, where gaps remain, and how schools can support informed, respectful conversations about menstruation.
The study has been designed to make participation simple and straightforward. The research team will work with you to fit around the school day and minimise disruption. It involves a small number of focus groups with learners in years 7 to 11 (typically 3-4 sessions), both those who have periods and those who don’t, alongside informal interviews with parents/carers and school staff to explore experiences of teaching and supporting menstrual health education.
Lauren and Robyn: “ Whether you’re already doing a lot in this area or just starting to explore it, your input is really valuable”.
By hearing directly from learners, families and staff, the research aims to develop practical, realistic ways to reduce embarrassment, build understanding and support young people more effectively.
Lauren and Robyn: “Menstruation is increasingly recognised as a health and gender equality issue, yet stigma and misconceptions remain. Research suggests that supportive school cultures improve attendance and engagement, while environments that challenge menstrual stigma and misogyny may help students feel more included and able to participate fully in education. Although direct evidence is still emerging, creating a culture where menstruation is normalised and respected is an important step towards wider equality and educational inclusion. Through this new study, we’re hoping to work with schools to better understand how boys learn about menstruation and identify ways to support open, informed, and respectful discussions about menstrual health“
Why Does this Matter for Schools ?
Many schools are already addressing these issues as part of their work to improve attendance, support learner well-being and create a school climate where young people feel they belong. Understanding what helps learners feel safe, respected and included is an important part of that work.
SHRN data consistently shows that learners who feel connected to school report better wellbeing and engagement. When young people feel safe, supported and that they belong, they are more likely to engage positively with school life. Conversely, experiences of bullying, discrimination or exclusion can affect well-being, relationships and engagement.
School connectedness is a key factor in young people’s wellbeing. SHRN’s latest secondary school survey, found that 60% of young people reported being able to count on their friends when things go wrong, although this had fallen from 67% in 2017, suggesting a decline in perceived peer support over time.
At the same time, 38% of learners reported experiencing bullying in the previous couple of months, up from 32% in 2021 and the highest level recorded by the survey.
These findings highlight the important role that connection, belonging, and supportive relationships play in young people’s wellbeing. When learners feel supported by their peers and connected to their school community, they are more likely to engage positively with school life. Conversely, experiences such as bullying, discrimination, and exclusion can undermine wellbeing and weaken a young person’s sense of belonging
This is particularly relevant as schools respond to concerns about online misogyny, gender stereotypes and the influence of social media.
More Than A Health Topic
Many schools already discuss these issues through Relationships and Sexuality Education (RSE), Health and Well-being, assemblies and wider inclusion work.
Topics such as healthy relationships, empathy, critical thinking and respect for others are already part of what schools are working to develop through the Curriculum for Wales.
At SHRN, we often hear schools talk about the importance of creating a school climate where learners feel safe, respected and able to be themselves. Although periods are often viewed as a health issue, they also raise wider questions about inclusion, respect and relationships.
Despite being a normal part of life, periods can still be difficult to talk about. Misunderstandings remain common and some young people continue to feel embarrassed discussing menstruation, both in and outside school. Creating opportunities for all learners to develop understanding can help challenge stigma and support more respectful and inclusive school environments.
Lauren and Robyn: “Menstruation education is about more than biology—it is about respect, equality, and understanding. By challenging stigma and misconceptions, schools can help foster healthier relationships, improve understanding of women’s health experiences, and promote more equitable attitudes between girls and boys. Supporting menstrual literacy is an important step towards creating inclusive schools and a more equal society”
A Whole-School Approach
Like many aspects of health and well-being, supporting positive attitudes towards periods is unlikely to be achieved through a single lesson or awareness campaign.
Positive attitudes develop through consistent messages embedded in everyday school life.
Research consistently points to the value of a whole-school approach, where messages about respect, inclusion and healthy relationships are reinforced across the curriculum, through school policies and in everyday interactions between staff and learners.
The everyday culture of a school shapes how learners understand respect and inclusion. Learners notice whether those messages are reflected in classroom discussions, staff interactions and school policies. Schools cannot control everything young people encounter online, but they can create environments where respectful discussion is encouraged, misconceptions are challenged and learners are supported to think critically about the information they encounter.
Small Conversations, Bigger Impact
Menstruation has often been positioned as a private issue for girls and women, yet improving understanding among all young people is essential for reducing stigma, promoting respect, and supporting gender equality
Yet the findings suggest otherwise.
The findings suggest that periods are not simply a topic for girls. They provide an opportunity for schools to explore respect, relationships and understanding across the whole school community.
As schools begin a new academic year, these conversations may offer one small but important way of strengthening school culture and helping all learners feel that they belong.
Could Your Secondary School Get Involved?
The research team is currently seeking to partner with secondary schools and young people across Wales on a new study exploring boys’ and young men’s understanding of menstruation and menstrual health.
If you would like to find out more about the study or discuss opportunities for our secondary school to get involved, please contact Dr Lauren Copeland at lcopeland@cardiffmet.ac.uk