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

ABSTRACT 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...

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Bibliographic Details
Published in:The Journal of school health 2022-02, Vol.92 (2), p.194-204
Main Authors: Huseth‐Zosel, Andrea L., Secor‐Turner, Molly
Format: Article
Language:English
Subjects:
Adolescent
Adolescents
Childrens health
Classrooms
Distraction
Educational Environment
Emotional support
Experience
Female
Females
Humans
Hygiene
Learning
Learning environment
Menstrual products
Menstruation
Methods Teachers
Online Surveys
Pediatrics
Perceptions
Physiology
Public health
school
School districts
School Teachers - psychology
Schools
Social norms
Stigma
Students
Students - psychology
Teacher Attitudes
Teachers
Teenagers
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Summary:ABSTRACT 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.
ISSN:0022-4391
1746-1561
DOI:10.1111/josh.13120