Teacher Perceptions of and Experiences with Student Menstruation in the School Setting

Autor/inn/en	Huseth-Zosel, Andrea L.; Secor-Turner, Molly
Titel	Teacher Perceptions of and Experiences with Student Menstruation in the School Setting
Quelle	In: Journal of School Health, 92 (2022) 2, S.194-204 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huseth-Zosel, Andrea L.) ORCID (Secor-Turner, Molly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13120
Schlagwörter	Females; Physiology; Teacher Attitudes; Adolescents; Hygiene; Experience; Learning + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Physiologie; Lehrerverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Erfahrung; Lernen
Abstract	Background: Menstrual hygiene management is an important public health issue for adolescents. The objective of this study was to explore teacher perceptions and experiences addressing adolescent menstruation experiences at school and examine their perception of the impact of menstruation on student learning. Methods: Teachers in a Midwest school district participated in an online survey about their perceptions of adolescent school-based menstruation experiences, including--experience and comfort-level with providing menstruation assistance, presence of menstrual products in classroom/office for students, perceptions about adolescent school-based menstruation experiences, and perceptions on the impact of menstruation on student learning. Results: Two hundred and nine teachers participated in this study. Teachers perceived students' school-based menstruation experiences to be mostly negative, stressful, embarrassing, and focused on concealment. Teachers described school-based menstruation events as a distraction to learning and responded by offering emotional support and menstrual products, typically purchased by teachers. Conclusion: Teachers' negative perception of about menstruation and distractions in the classroom are amplified by social norms associated with overall menstruation-related stigma. Findings emphasize the importance of educating teachers on how to more positively address student menstruation experiences to foster a more supportive environment conducive to learning for these students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01