Abstract
Background Physical, affective and behavioural symptoms associated with the menstrual cycle can significantly impair the daily lives of individuals. Within school, the menstrual cycle has been reported to affect attendance, behaviour and participation in physical activity. However, investigations have lacked understanding why the menstrual cycle negatively influences these aspects of schools to create recommendations for change. Through obtaining the pupil voice, this study aimed to understand young people’s perceptions and experiences of menstrual education received in schools, this included perceived gaps in their own understanding. A secondary aim was to explore first-hand how girls felt their periods affected participation in physical education (PE) in school.Methods To address the aims of this study, a qualitative descriptive study was conducted. Nine focus groups with female pupils were completed across six school locations in England and Wales, including primary and secondary schools. A range of elements relating to the menstrual cycle, education at school and PE were discussed by pupils.Results Similarities were reflected across focus groups in terms of current (lacking) education, lesson style and preferences, comfort of conversations, lack of school support and impact on school and PE. Four main themes were developed a) Education preferences, b) Period positive environment c) Personal experiences and d) Impact on school.Conclusion The findings highlight the lack of menstrual education received and subsequent impact on menstruation and menstrual-related symptoms in school and PE participation. The abundance of information requested by pupils highlights the deficit in information provided to young people to understand and manage periods in school and in relation to staying physically active. Schools can utilise information from the current study to create period positive environments, with consideration given to lesson content and format, but also specifically in PE to help support girls stay physically active.