What Schools Have Told Me About Menstrual Health and Why It Matters

Introduction

Some of the most valuable conversations I have as a researcher are with teachers, school nurses, parents, carers and young people.

Over the years, one topic has come up again and again: menstrual health. Whether discussing attendance, learner well-being, equity, Relationships and Sexuality Education (RSE) or the Whole-School Approach to Emotional and Mental Well-being, people often recognise its importance but feel it isn’t talked about enough. Teachers have described the impact it can have on participation and attendance. School nurses have shared the challenges some young people face in accessing support. Parents and carers want their children to feel informed and confident, while young people themselves have highlighted experiences that remind us why this topic matters.

Despite its potential impact on learners’ experiences, there is still surprisingly little evidence in Wales about what support works best in schools and what difference that support can make.

That’s one of the reasons I’m pleased to be involved in two new studies, led by colleagues at Cardiff University and Cardiff Metropolitan University, exploring menstrual health support in Welsh schools.

Before the research gets underway, we’re bringing together an Advisory Group to help shape the work. We want to hear from people who can help us make sure the research reflects what life is really like in schools and communities across Wales.

Two Studies, One Shared Aim

Although menstrual health can affect attendance, participation, confidence and well-being, there is still a lot we don’t know about what works best in school settings.

The first study will explore how boys and young men engage with menstrual health education. Researchers want to understand what they would like to know about menstruation, how they prefer to learn about it, and how schools can support open and informed conversations about a topic that is often surrounded by stigma or misunderstanding.

The second study will use SHRN survey data linked with health and education records to examine how menstrual health support in schools relates to learner outcomes, including health and well-being, attendance and educational attainment.

Together, the findings will help strengthen the Welsh evidence base around menstrual health support in schools and inform future guidance, resources and support across Wales. The work also aligns with the Welsh Government’s Period Dignity Strategic Action Plan and schools’ ongoing work to support learner health and well-being.

Why Does This Matter For Schools?

Menstrual health sits within the Health and Well-being Area of Learning and Experience. Schools are already helping learners develop healthy relationships, understand their bodies, build resilience and make informed decisions about their health and well-being. Menstrual health is an important part of that wider picture, yet it can sometimes be overlooked in discussions about learner support.

It also links with Relationships and Sexuality Education (RSE). Helping all learners understand menstruation can reduce stigma, encourage respectful conversations and create school environments where young people feel more confident asking questions and seeking support.

The research is also relevant to the Whole-School Approach to Emotional and Mental Well-being. Schools know that attendance, participation, physical health and emotional well-being are often interconnected. By exploring how menstrual health support relates to these wider outcomes, we hope to build a stronger evidence base that can help schools strengthen existing provision and support learners to thrive.

Ultimately, we hope our findings will give schools practical insights that can help strengthen support for learners.

So Why Join Our Advisory Group?

Quite simply, because your experience matters.

Teachers, school nurses, parents, carers and young people all bring different perspectives. Together, they help us understand not just what the challenges are, but what meaningful support might look like in practice.

Advisory Group members will help shape the research, provide feedback at key stages and help us interpret the findings. They can challenge assumptions, highlight issues we may not have considered and help make sure the research reflects the realities of everyday school life.

 

Why Get Involved?

Most people join an Advisory Group because they care about the topic and want to make a difference. But it can also be a valuable experience in its own right. You’ll get a behind-the-scenes look at how research is shaped, how findings are interpreted and how evidence can influence future policy and practice. It’s also an opportunity to hear different perspectives and learn from others working in schools, health, research and the wider community.

For school staff, participation can support professional development. Advisory Group members will receive a certificate for their CPD records and gain experience of research, co-production and advisory work.

Young people involved will have the opportunity to develop new skills, work alongside researchers and contribute to positive change for learners across Wales.

Most importantly, you’ll be helping us develop research that we hope will improve support for learners across Wales.

Who can get involved?

We’re keen to hear from a wide range of people, including school leaders, teachers, pastoral staff, school nurses, public health professionals, policymakers, third-sector organisations, parents, carers and young people.

The Advisory Group will meet online twice during the project, giving members the opportunity to contribute at key stages of the research.Each meeting will last approximately 90 minutes.

Interested?

If you’d like to get involved, I’d love to hear from you.

To find out more, or to express an interest in joining the Advisory Group, please contact me at garaysm@cardiff.ac.uk.