UCL Study Supports Mixed-Gender Classes for Menstruation Education

Introduction

A recent study conducted by researchers at University College London (UCL), led by Professor Joyce Harper of the UCL Institute for Women’s Health, has sparked a significant conversation about the need for comprehensive and inclusive menstruation education in schools. Published on August 20, 2025, the study advocates for mixed-gender classes to teach pupils about menstruation, arguing that such an approach can reduce stigma, combat misinformation, and foster greater understanding among all students. The research highlights the inadequacies of current menstrual education practices in England and Wales, emphasising the need for a broader curriculum that goes beyond basic biological facts to address the physical, emotional, and social impacts of menstruation. This article explores the findings of the UCL study, its implications for educational policy, and the broader societal context surrounding menstrual health education.

The Current State of Menstruation Education

Since September 2020, relationships and sex education (RSE) has been mandatory in secondary schools in England, with relationships education required in primary schools. The latest Department for Education (DfE) guidance, updated in July 2025, mandates that pupils learn about the menstrual cycle, including its physical and emotional changes, by the end of primary school. However, the UCL study reveals that the current approach to menstruation education is often limited, with many students receiving only two lessons on the topic throughout their entire school career—one in primary school and one in secondary school. These lessons tend to focus narrowly on biological facts, such as the mechanics of the menstrual cycle, while neglecting practical information about managing menstruation, recognizing abnormal bleeding, and understanding its impact on well-being, academic performance, and physical activities.

The study, which involved a survey and focus groups with 55 women aged 18 to 40, found that many participants felt their school education on menstruation was insufficient. Most of these women were educated before RSE became mandatory, but their experiences highlight persistent gaps in the curriculum. Participants reported that the limited scope of menstruation education left them unprepared to manage their periods effectively, contributing to feelings of shame, embarrassment, and stigma. This lack of education also restricted their ability to seek medical help for menstrual issues, as many were unaware of what constituted normal or abnormal bleeding.

This article examines the importance of comprehensive and mixed-gender menstruation education in UK schools, highlighting gaps in current curricula and the societal stigma surrounding menstrual health. Students and learners seeking guidance on reproductive biology or related topics may benefit from expert support through Biology Assignment Help, which offers detailed explanations and academic assistance in understanding human biology concepts effectively.

The Case for Mixed-Gender Classes

One of the central recommendations of the UCL study is the inclusion of mixed-gender classes in menstruation education. While some schools currently separate boys and girls for these lessons to create a "safe space" for discussion, the study argues that mixed sessions are essential for fostering mutual understanding. Professor Harper and her team found that participants in their focus groups strongly supported including boys in menstruation education, believing it would help male pupils better understand and support their female peers, friends, and future partners. This approach is seen as a way to normalize discussions about menstruation, reduce stigma, and challenge gendered stereotypes that perpetuate secrecy and shame.

The study acknowledges that single-sex classes can have value, particularly in allowing students to speak more freely about sensitive topics. However, participants emphasized that mixed-gender sessions are crucial for breaking down barriers and promoting empathy. For example, women in the focus groups suggested that educating boys about menstruation could equip them to support their friends and partners through not only menstruation but also related experiences like menopause later in life. This broader understanding is vital in creating a more inclusive and supportive environment for all students.

Sarah Hannafin, head of policy for the National Association of Head Teachers, supports this view, stating that teaching about periods is a vital part of health education for all pupils. She notes that while single-sex classes may provide a safe space for discussion, mixed-sex groups should also be planned to ensure pupils understand experiences different from their own. Similarly, Pepe Di’Iasio, general secretary of the Association of School and College Leaders, advocates for comprehensive menstruation education that goes beyond biological facts to address its wider effects on well-being, aligning with the UCL study’s findings.

Addressing Stigma and Misinformation

Menstruation remains a highly stigmatized topic in many societies, and the UCL study underscores how inadequate education exacerbates this issue. Co-author Caroline Musulin from the UCL Institute for Women’s Health highlights that many women endure menstrual problems longer than necessary due to an inability to speak openly about their experiences, fear of dismissal by healthcare professionals, or feelings of shame. The study argues that comprehensive education in mixed-gender settings can help dismantle these barriers by normalizing conversations about menstruation and empowering students with the knowledge to recognize and address menstrual health issues.

The research also points to the need for education that covers practical aspects of menstruation, such as managing heavy or painful periods, understanding premenstrual syndrome (PMS), and recognizing when to seek medical help. By equipping students with this knowledge, schools can help reduce the systemic dismissal of menstrual discomfort and encourage individuals to advocate for their health. This is particularly important given that menstrual issues, such as heavy bleeding or dysmenorrhea, can significantly impact academic performance, school attendance, and overall well-being.

Broader Implications for Educational Policy

The UCL study’s findings align with broader calls for reform in relationships, sex, and health education (RSHE). The current RSHE curriculum, while a step forward, is often constrained by time limitations and an overcrowded school schedule. Sarah Hannafin notes that the new RSHE guidance has added significant content without allocating additional time, making it challenging for schools to deliver comprehensive education on topics like menstruation. The UCL researchers and educational leaders are calling for freely available, high-quality resources to support schools in implementing these changes effectively.

The DfE has responded to these concerns, emphasizing that understanding menstruation is a critical part of growing up. The department is developing new resources to help teachers deliver lessons that tackle stigma and support student well-being. These resources aim to address topics such as endometriosis and heavy menstrual bleeding, ensuring that pupils are better prepared for the physical and emotional changes associated with menstruation. Schools in England will be required to follow the updated RSHE guidance starting in September 2026, providing a window for further development and implementation of these recommendations.

Challenges and Opportunities

Implementing mixed-gender menstruation education presents both challenges and opportunities. One challenge is ensuring that teachers are adequately trained to deliver sensitive content in a way that fosters open dialogue and minimizes discomfort. The World Health Organization (WHO) and UNICEF have highlighted a global gap in teacher training for menstrual health education, noting that only 30 countries, primarily in sub-Saharan Africa, track data on this issue. Without proper training, teachers may struggle to create a supportive environment or address students’ questions effectively.

Another challenge is addressing the needs of diverse student populations, including non-binary and transgender students who menstruate. While the UCL study primarily focused on women’s experiences, it acknowledges the importance of inclusive education that considers gender diversity. Previous research, such as a 2021 systematic review published in PLOS One, found that the menstrual experiences of gender-diverse students are under-researched, highlighting the need for further studies to ensure all students’ needs are met.

Despite these challenges, the opportunities for positive change are significant. Mixed-gender education can foster a culture of empathy and understanding, reducing the stigma that surrounds menstruation. It can also empower students to advocate for their health and well-being, potentially reducing absenteeism and improving academic outcomes. By integrating practical and inclusive content into the curriculum, schools can play a pivotal role in promoting gender equality and supporting sustainable development goals related to health and education.

Conclusion

The UCL study led by Professor Joyce Harper represents a compelling call to action for rethinking menstruation education in schools. By advocating for mixed-gender classes and a more comprehensive curriculum, the research addresses the persistent gaps in current educational practices and the societal stigma surrounding menstruation. The findings highlight the importance of equipping all students—regardless of gender—with the knowledge and empathy needed to navigate menstrual health issues. As schools prepare to implement the updated RSHE guidance in 2026, the UCL study provides a roadmap for creating a more inclusive and supportive educational environment. By fostering open dialogue and reducing stigma, mixed-gender menstruation education can pave the way for a healthier, more equitable future for all students.