Young people's experiences of periods and period pain
Advice for schools and teachers
The young people we spoke to advice had for schools and teachers about periods and period pain. Their main messages were:
- Teach young people about having periods, including about the biology, period products and when to see a doctor
- Be understanding and supportive around the impact periods have on young people
- Give access to toilets, pain relief and products for periods
Teach young people about having periods, including about the biology, period products and when to see a doctor
Opportunities for learning about periods and period pain throughout school and available to everyone, whether they get periods or not, were welcomed. As Bella Z suggested, this could include formal lessons about periods as well as more flexible opportunities for asking questions, such as lunch time drop-in sessions.
Young people wanted to learn about the ‘reality’ of what to expect with periods, including what their first periods might be like. The timing of this in schools was important so that young people had some knowledge and preparation before their periods started. For Candice, this meant teaching girls about “what they actually need to like get ready for, and like the things that might happen to them”.
Ivy would like awareness and education about periods should start in primary school.
Ivy would like awareness and education about periods should start in primary school.
So, I think there should have been more awareness about what a period is, so even starting from primary school. I believe this talk should start from Year 4 onwards, even before having an understanding on what a period is. So, like... but also talking to children in a manner which they’ll understand, and using diagrams, but not being ashamed to show those diagrams. So, like starting in Year 4 when children are 9 and 10, because some children do start that... that early. I know people who have started that early, and they’ve carried on from that, so even earlier than me. And I think if I was in Year 6 and didn’t know what a period was, or didn’t understand it, how would children in Year 4 and Year 5 feel? And it’s just disgusting to think about. So, I think more awareness and not being ashamed to say those things. So, like the bins, actually say the word ‘period’ because that’s where the stigma starts. And I went back to the primary school last year and they’ve now got bins in every toilet and also a bag with pads and tampons in, which I never had, we never had that, we... we didn’t even... even have bins at that point. So, I think having access to resources, not just having to ask for it, but also having them available.
Information about bleeding – including the pattern and how long it can last – was wanted but some felt it needed to be described in ways that made sense to them and not, as Zaynah said, only in “teaspoons full”. Anayaa said “I feel like they need to teach the reality of how when you get your first period and how it might be and how it might be a different colour, and how it might be light pink, purple even, I don’t know. And also discharge as well: they don’t say anything about that”.
Learning about the reality of periods included being told about period pain and other things that can be experienced with periods, like emotional changes. Lucia felt it was important that young people learn in schools about ”the pain side of it rather than the... just the bleeding”. Emily agreed that other symptoms should be included as well as bleeding because “when I first started having the sickness, I thought that it was something that I should be worried about because... or maybe I had a stomach bug, but then it started to turn to a more regular thing. I think the side effects should be discussed as well as the science and the hormones”.
A number of young people, like Emily Z, wanted education in schools to be about the whole menstrual cycle and the changes that happen throughout the month – not just the week of bleeding. Sarenna thought it was important to recognise that not everyone has a 4-week menstrual cycle.
There was encouragement for schools to teach about the different products available to manage period bleeding, as some – like Mia – had “only got taught about pads and tampons”. Sarenna and others felt it would be useful for schools to also teach students how to use the period products, or signpost to resources that could, “’cause like we did not know about that, so then it would save people from having to like search up like random videos”.
Eidra thought education in school should include advice about how to manage periods and period pain through non-medication ways also, including “eating well, exercising, getting like a good sleep rhythm and like being in touch with like your body and like understanding”.
An important message that young people wanted included in education was that experience of periods and period pain are individual and varied. April “wasn’t expecting pain before getting it, and I feel like they should explain that a little bit more …everyone’s different and that you won’t experience the same thing as others do”.
Zaynah thinks people should be taught that everyone’s period is different, and how they can be linked with health conditions like anaemia or endometriosis. She thinks it is hard to know when to ask for advice if you “don’t know that these things exist”.
Zaynah thinks people should be taught that everyone’s period is different, and how they can be linked with health conditions like anaemia or endometriosis. She thinks it is hard to know when to ask for advice if you “don’t know that these things exist”.
That everyone’s period is different. That people start them at very different ages. Like some of us started their period at like 10, or some would start at like 17. Like I feel like that’s something else that’s not talked about very widely. Getting rid of the teaspoon thing, huh. Talking about how like periods can cause anaemia and can sometimes cause... like cause underlying issues to come to like... light... like endometriosis and like adenomyosis. I feel like that should be spoken about more widely because otherwise you’re convinced, again, that your period’s normal and that like you just have to deal with it. Because if you don’t know that these things exist, then how are you supposed to know that it’s not normal? Yeah.
Importantly, many young people wanted to be told when they could or should ask for help and advice with periods and period pain. This included being taught about health conditions that can be linked with periods and period pain, and the sorts of treatments and tests that doctors might offer. Hannah thought having an “open discussion” would be a good way to find out about different pain relief options, and could also help some people compare experiences and consider if they “should maybe go to the doctors” about it.
Ivy wants more education in schools, including in the older years. This should include health conditions and emphasise the message “that it is OK to go to a doctor about the pain”.
Ivy wants more education in schools, including in the older years. This should include health conditions and emphasise the message “that it is OK to go to a doctor about the pain”.
So, I think again just giving people in... information. So being in like Year 5 and Year 6 and even also carrying those talks into Year 7 and Year 8 and even Key Stage 4 and always giving people the resources for this... this information. So, kind of actually in... instead of... of just... just going: ‘girls start their periods when they’re between 11 and 13 and they might have, like, stomach pain sometimes, and they’re moody and irritable.’ And I feel like that’s sort of still the stereotype, like when girls are like on... or like on their periods, they cry a lot, they’re sensitive, they... they watch Netflix and eat chocolate, like that sort of thing. So, I think it’s also about breaking the stereotypes down. And actually, like there’s... there’s a lot of like simulators now which, like, men can put on those, like, sort of pads and experience the pain, and they’re, like, bent over: when the girl’s trying it, she’s absolutely fine, because we’re sort of adapting to it.
So, again, linking back to the education: just having more education, and sort of I think especially in the older years when people understand, giving woman the opportunity to actually know what different disorders are out there. Because, I didn’t know there was even pain... like period pain disorders, I just thought it was just called ‘period pain’, full stop, there wasn’t PC... PCOS, endometriosis, I didn’t know about those things, so... But also having a rundown of those things and having leaflets and stuff available on the symptoms, and also, that it is OK to go to a doctor about the pain, and stuff like that.
Schools could offer encouragement and guidance about making appointments and asking for treatments. Poppy felt this had been a gap in the information they had from school: “what to do or where to go if you do have a really painful period, or just where to go or what to do in general if you just have questions, there was nothing about that”. Abi suggested PHSE (Personal, Social, Health and Economic) classes could emphasise that painful periods are something that “so many people experience, but there are solutions”.
Be understanding and supportive around the impact periods have on young people
Feeling supported at school around periods and their impacts was important. Bella and Ivy stressed the part that schools can play in addressing and reducing the ‘stigma’ that can be linked with periods and period pain.
Young people’s advice included asking teachers to respond calmly and kindly, and be open to talking about periods and period pain. As Elsa explained, “I’ve never really had too much of an issue with being uncomfortable with it. But I’ve seen in class that like maybe other people don’t want to mention it, or whatever, so if as the adult, as the person who is like curating the space, or whatever, like if you can set that tone of openness, it would be good”.
Reham thinks it would be helpful if teachers talked about periods in a respectful and open way, and actively make their classes a comfortable environment for talking about periods.
Reham thinks it would be helpful if teachers talked about periods in a respectful and open way, and actively make their classes a comfortable environment for talking about periods.
Have you got any advice you’d want to give teachers, so either when they’re teaching you about periods or just more generally when they’re looking after young people?
For teachers, I feel like if they talk more and if they’re more open to it and like, I don’t know, maybe some posters, have some pads in the room in case somebody needs it. Just be more inclusive and, like, talk more. Like, don’t make it a comfortable... an uncomfortable environment. When you talk about it, don’t make it seem like it’s something silly or something like that should be kept hidden, but be... be more respectful about it and be more open, and just act like it’s a casual thing; it is.
Drawing on her own experience, Candice thinks having a safe space to go to, or person to go to, in school for period problems is helpful: “having like a medical room just helps. …There should always be like a female teacher, ’cause usually for like girls, it’s easier to go talk to a female”.
Abi thinks it would be helpful if teachers looked out for young people who might be struggling with period pain, and proactively offered understanding or support.
Abi thinks it would be helpful if teachers looked out for young people who might be struggling with period pain, and proactively offered understanding or support.
I would say, well, definitely in terms of teacher... teachers, is I’d... I’d always kind of wish that they looked out a little bit more and just noticed that if somebody was not quite themself and like not participating as much, maybe that they’re actually feeling quite unwell, and there’s something wrong, like they are in pain. And just being a little bit more just... I just sort of wish someone had said like: “If you need to step outside, that’s completely fine,” and just a little bit more understanding in terms of if they wanna go and get some water, or go to the toilet, sometimes just, yeah, that would be helpful.
Period pain can impact on school attendance, and young people wanted schools and the school system to recognise that this was not different from being unwell. Emily X explained: “school staff and teachers should be as accommodating and understanding as possible in relation to periods. I think they should avoid punishing students who are unable to attend school due to period pain”. Sarenna advised that schools “be a bit more understanding” about period pain and recognise that “it’s not really different from being ill, like and having a fever, and stuff, ’cause you’re still ill”.
Exams were another area affected by periods and period pain. Sage wanted schools to offer options for supporting young people with this, “like getting rest breaks for that, ’cause I had rest breaks ’cause of anxiety. It hadn’t even crossed my mind that I could have mentioned my period for that. …Because like, if you’re having excruciating pain and you need the toilet, and during A-levels like if you go to the toilet, that’s time out of your exam, which is terrible, because you need that time, so like they should like bring it up at least as an option”.
Give access to toilets, pain relief and products for periods
Straightforward and dignified access to toilets, pain relief and period products for bleeding in school were all things that young people suggested as ways that schools could help support them with periods and period pain.
A number of young people suggested that teachers should let them go to the toilets when they needed to go for period-related needs, without having to make the reason why public or wait. Jade encouraged teachers to “understand if a girl says, “Ooh, I actually do need to go to the toilet. Something’s happening right now I think,” and not having... and not having to say like: “Ooh, there’s a lady emergency going on.” Like, just say like: “Can I go to the toilet?” Like don’t make ’em say a reason they’ve got to go, just let ’em feel more a little free about it”. Anayaa agreed: “they should just let them go immediately, instead of having them sit down in an uncomfortable chair like not knowing if they are bleeding or not, and just having them maybe leak”.
Access to pain relief, including medicines and hot water bottles, was highlighted. Jade suggested “making it less of a big deal to ask for painkillers. ’cause I know there have been times where I’m sat in Medical and like if a kid comes in and asks for a painkiller, or something, they’re like: “Ooh, I’ll have to call your mum and ask if you can have this,” and it’s like: ‘that’s so crazy. Why can’t... why can’t I just have my painkiller?’”.
Having access to period products was valued by the young people we spoke with. Jade recognised that “some people can’t afford to buy it”. A number felt that period products were easier to discreetly pick up and use when they were kept in the toilet cubicles, rather than in the main bathroom or school office. Ivy and Rahma felt these should be in all cubicles. Having bins available and regularly emptied for period products was also important.
Sage appreciated that the toilets in her sixth form were all gender-neutral and that all the cubicles had period products in them.
Sage appreciated that the toilets in her sixth form were all gender-neutral and that all the cubicles had period products in them.
And also, it might have just been like my secondary/primary school moment, ’cause like my sixth form was really fine and really good about like keeping the basket of pads. But like definitely have a basket of pads and tampons, like don’t just have it at Reception, because then you have to like really awkwardly go and talk to someone, and if one is in the bathroom, it’s like it’s perfect, ’cause you can just grab it right then.
And also, we had a kind of like gender-neutral bathroom situation. I think, technically, they were supposed to be like... ’cause it was like a section with like four bathrooms and like a wall in the middle, and I think, technically, it was female and male, but nobody paid attention to that, so it was just gender-neutral, and I feel like that helps, ’cause they also had a basket in every single bathroom, so it’s like anyone can get what they need …
That is really helpful, and actually probably feels... yeah. So that, for you, was quite an open and important part of it; that sounds like that was really helpful?
Yeah.
OK. That’s a very good bit of advice. Has that been the same at uni?
Well, they don’t have like a basket in the bathroom itself, but they have like a... in almost every bathroom so far, they’ve had like a dispenser for like pads and tampons, and it’s all for free. And I... I’d kinda prefer like if it was inside the bathroom itself, so it’s not like awkwardly taking it in front of everyone, but like the fact that it’s there is just like ‘thank you,’ at least.
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