Menstruation Management in United States Schools and Implications on Attendance, Academic Performance, and Health

Cotropia, Christopher Anthony

doi:10.2139/ssrn.3313413

Cited by 9 publications

(13 citation statements)

References 35 publications

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“…Because many schools may not provide menstruation management product to students, teachers and school nurses are often a resource for menstruation supplies and information in the school setting. 5 Teachers reported students are often sent to the nurse for supplies or to their lockers due to the lack of menstrual products within the school bathrooms. However, there is no expectation in school for students to carry their own toilet paper, yet there is an expectation for girls to provide their own menstrual supplies, and carry these items with them at all times, adding to menstruation management stress of students.…”

Section: Discussionmentioning

confidence: 99%

“…Providing menstruation supplies within the bathroom would allow students to address their menstrual needs privately and quickly. 5 A majority of teachers felt menstruation has an impact on student learning. Teacher concerns were focused on student time away from class, either time taken during class itself, being late for class due to a lack of adequate time to address menstruation issues between classes, or students being absent from school altogether due to menstruation-related symptoms or a lack of menstrual supplies.…”

Section: Discussionmentioning

confidence: 99%

“…[6][7][8] Global research indicates inadequate menstruation education, lack of access to menstrual supplies, an inability to manage menstruation at school, a fear of leakage while in school, intense physical symptoms (cramps), and shame have all been associated with menstruation-related absenteeism and poorer educational outcomes among girls perpetuating gender inequities. 1,6,9 School-based research in the United States has also found negative associations between school and menstruation, 4,5,10 however the research is limited. Negative experiences with menstruation at school in the United States may harm adolescents' ability to ask for assistance or information related to menstruation while at school, 4 potentially impacting school attendance.…”

mentioning

confidence: 99%

“…While school nurses are often the source of information and resources within a school setting for menstruation-related issues, 5 teachers also find themselves on the front lines of addressing this important developmental issue for preadolescents and adolescents. 11 Previous research has demonstrated teachers play a vital role in providing menstruation information and support for students, 5,12 consequently, it is imperative to understand their perceptions of menstruation experiences for this population.…”

mentioning

confidence: 99%

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Teacher Perceptions of and Experiences with Student Menstruation in the School Setting

Huseth-Zosel

Secor-Turner

2021

Journal of School Health

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BACKGROUND: Menstrual hygiene management is an important public health issue for adolescents. The objective of this study was to explore teacher perceptions and experiences addressing adolescent menstruation experiences at school and examine their perception of the impact of menstruation on student learning. METHODS:Teachers in a Midwest school district participated in an online survey about their perceptions of adolescent school-based menstruation experiences, including: experience and comfort-level with providing menstruation assistance, presence of menstrual products in classroom/office for students, perceptions about adolescent school-based menstruation experiences, and perceptions on the impact of menstruation on student learning. RESULTS:Two hundred and nine teachers participated in this study. Teachers perceived students' school-based menstruation experiences to be mostly negative, stressful, embarrassing, and focused on concealment. Teachers described school-based menstruation events as a distraction to learning and responded by offering emotional support and menstrual products, typically purchased by teachers.CONCLUSION: Teachers' negative perception of about menstruation and distractions in the classroom are amplified by social norms associated with overall menstruation-related stigma. Findings emphasize the importance of educating teachers on how to more positively address student menstruation experiences to foster a more supportive environment conducive to learning for these students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Teacher Perceptions of and Experiences with Student Menstruation in the School Setting

Huseth-Zosel

Secor-Turner

2021

Journal of School Health

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“…Unclean toilets and restrictive bathroom access policies have been cited as additional factors contributing to girls' discomfort with period management in schools ( 14 , 25 , 26 ). Strict bathroom policies, in particular, can result in girls being preoccupied with fears of menstrual leaks ( 8 , 27 ). These anxieties are not unfounded, as incidents of students bleeding through their clothing while at school have been documented ( 8 , 14 , 17 , 28 ).…”

Section: Introductionmentioning

confidence: 99%

A Policy for Addressing Menstrual Equity in Schools: A Case Study From New York City, U.S.A.

Schmitt

Booth

Sommer

2022

Front. Reprod. Health

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There has been a growth in menstrual equity policy advancements in the U.S.A. in recent years; with much of the new legislation prioritizing the needs of adolescent girls in schools. New York City, a predecessor of this movement, was the first U.S.A. locality to pass such legislation in 2016. The aim of this case study was to better understand the various factors which led to the development, passage and initial implementation of New York City's Menstrual Equity in Schools Policy. Data collection methods included a desk review and qualitative assessment with several actors involved across the policy and introduction phases. Key findings included (1) the utility of community narratives and a pilot project as a means for overcoming initial skepticisms, proving feasibility, and generating support; (2) the importance of policy champions for overcoming fiscal objections and navigating political discourse; and (3) lessons learned from early implementation efforts, including variance in awareness and distribution models. This case study yields valuable insights into the practical considerations when designing or implementing policies aimed at tackling issues of menstrual equity within school settings.

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What can Australian schools do better? Supporting students during menstruation

et al. 2023

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Menstrual management is recognized as a critical issue for young people internationally. Relatively little published research explores issues pertaining to menstruation in school education. This paper is based on the results of an Australian survey of 5007 young women aged 13–25, which examined their experiences of menstruation and dysmenorrhea. It focuses specifically on participant qualitative responses to the question, “What do you think schools could do to better support girls during their period?” Six key themes were identified across responses. These related to sanitation; pain management; removing stigma; adequate breaks; and being considerate. The findings reported herein highlight some of the challenges menstruating young people encounter at school and give voice to their needs; these have important implications for school improvement in this area.

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Menstruation Management in United States Schools and Implications on Attendance, Academic Performance, and Health

Cited by 9 publications

References 35 publications

Teacher Perceptions of and Experiences with Student Menstruation in the School Setting

Teacher Perceptions of and Experiences with Student Menstruation in the School Setting

A Policy for Addressing Menstrual Equity in Schools: A Case Study From New York City, U.S.A.

What can Australian schools do better? Supporting students during menstruation

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