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To mark International Women’s Day 2024 and Endometriosis Action Month, TASO Evaluation Officer Nicholette Pollard-Odle writes about the impact of menstrual cycles in higher education, examining how education providers can raise awareness, understand menstrual needs, improve access to period products and #InspireInclusion.

The menstrual cycle is a natural biological process experienced by women, girls, and other people with ovaries. Yet, very little attention has been given to how menstruating students experience university and how menstruation can create an additional barrier to accessing and succeeding in higher education.

This issue is critical for the higher education sector because the menstrual cycle can negatively impact university students’ academic performance, educational engagement and social participation. With 57% of enrolled students in UK universities being menstruators (female), the majority will navigate their higher education journey while experiencing the effects of the menstrual cycle and menstruation.

So, what are some of the challenges menstruating students face in higher education?

Period product insecurity

Period product insecurity is very much present in UK education institutions. An informal University of Cambridge study found that over half (51.6%) of university students struggle to access or purchase period products, with 12.5% experiencing this persistently. Period products are a basic necessity that students should have consistent and reliable access to. A lack of access can significantly impact a student’s physical and social wellbeing, as well as their academic success.

A survey by Young Scot highlighted the success of the Scottish Government’s initiative to provide free period products in all education institutions, reporting that university students had the highest uptake of products. As the cost of living crisis persists and more students from disadvantaged backgrounds enter higher education, it is likely that period product insecurity will become more prevalent. These findings make for a stronger call for period product provision in all UK education systems to ensure that period product insecurity no longer acts as a barrier to education.

Restricted academic opportunities

The link between periods and absenteeism is well documented, and nearly two-thirds (64%) of 14 to 21-year-olds in the UK have missed a part day or full day of school because of their period. Physical and psychological symptoms such as pain, heavy bleeding, headaches, anxiety, and fear of leaking are cited as the main reasons for absenteeism.

Interestingly, research from the Netherlands highlights presenteeism – being present but less productive – as a bigger issue than absenteeism among women. Similarly, a survey by Plan International UK, revealed that 77% of 14 to 21-year-olds have felt less able to concentrate at school, college, or work due to periods, with 62% feeling less able to take tests or exams during menstruation.

These statistics are stark but represent the lived experiences of individuals who menstruate, showing how periods can act as barriers to education.

Mental health

Mental health disparities among university students are evident: females report poor mental health twice as often as males, while transgender students face even higher incidences of mental health challenges compared to cisgender peers.

The menstrual cycle is known to exaggerate mental health symptoms such as anxiety and depression (low mood). Although studies haven’t pinpointed specific menstrual phases linked to mental health difficulties, menstruators often experience heightened sensitivity to stressors leading up to and during menstruation.

In the university context, stressors like workload pressure, financial pressure and transitions contribute to stress and anxiety experienced by students. A survey by The Tab found that 40% of students feel stressed every day, with 31% experiencing stress at least 10 times a week. Anxiety (61%) and depression (54%) were prevalent mental health issues among respondents.

Clearly, there is a relationship between the menstrual cycle and mental health, but causality is less clear. Nonetheless, universities should recognise the additional mental burden of menstrual cycle-related symptoms and prioritise support for students facing these challenges. This is critical because mental health struggles have far-reaching social and economic consequences, such as academic underperformance and an increased risk of dropping out of university.

Moving forward

As we celebrate International Women’s Day and recognise Endometriosis Action Month, it’s time to shed light on an often overlooked aspect of the impact that the menstrual cycle has on students’ daily lives. In our pursuit of women’s equality, it’s crucial to acknowledge the challenges and barriers that menstruating individuals face in academic settings.

Menstruation is not optional, and students have no control over when or where it occurs. More students attending university from disadvantaged and underrepresented backgrounds mean that more students may be vulnerable to negative experiences of the menstrual cycle – such as psychological distress, period product insecurity and limited educational opportunities.

To create a supportive and inclusive university environment, education providers must consider policy changes, improve access to affordable menstrual products, raise awareness through education initiatives, and conduct surveys to understand students’ menstrual needs.

Enhancing student menstrual experience and wellbeing isn’t just a moral obligation – it’s a human rights obligation.

If equality truly guides our actions, addressing menstrual challenges is essential.