An exploration of adolescent girls’ menstrual experiences in relation to educational experience and engagement

Nicol, Madalaine Elizabeth (2024). An exploration of adolescent girls’ menstrual experiences in relation to educational experience and engagement. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Background: Menstruation is recognised as a global public health issue, with menstrual health considered inextricably linked with human rights. Increasing research highlights the significant impact of adolescent girls’ menstrual needs on their physical, social and emotional health, as well as their educational engagement, with these challenges being particularly pronounced in marginalised communities.

Aims: This study aimed to contribute to the growing body of research surrounding the menstrual experiences of adolescent girls in low socio-economic areas, by exploring and giving voice to their views. It is hoped that this research can support educational professionals and settings to enhance the menstrual health of young people and support educational engagement.

Methods: Semi-structured interviews were conducted with four menstruating cis-gender girls aged 14-18 years. Data was analysed using reflexive thematic analysis (RTA) to generate shared themes across the participant dataset.

Findings: Participants reported menstrual experiences significantly impacting on their educational engagement, primarily during menstruation. Predominantly negative menstrual experiences were shared in relation to physical, social and emotional wellbeing. Findings highlight systemic barriers to menstrual health within the school environment that perpetuate menstrual stigma and contribute to menstrual hygiene management difficulties. Barriers include menstrual education, a culture of menstrual silence, restricted access to facilities and menstrual products, and perceptions of male peers and teachers as lacking menstrual understanding and empathy. Participants also expressed distrust in teachers to support their menstrual needs. Barriers were associated with concentration and engagement difficulties during learning activities, as well as reduced motivation to engage in school. However, protective factors included solidarity with menstruating peers and using learning as a coping mechanism. Psychological theories supported interpretive analysis, such as self-determination theory. This study illuminates the value of using RTA in collaboration with a feminist approach to reflexivity, to elevate the voices of young people at risk of experiencing marginalisation.

Implications: Implications for educational psychology practice are proposed, including the incorporation of menstrual considerations into problem-solving frameworks, gathering pupil voice and supporting the menstrual awareness of educational professionals. Educational setting implications include staff development of skills and knowledge, and the provision of environments to promote menstrual health and reduce stigma. Opportunities for future research are considered.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):