The Hidden Impact of Menstruation on Higher Education
Research has revealed that UK university students miss approximately six weeks of academic study throughout their degrees due to the effects of their menstrual cycle. This significant loss of time highlights a growing concern about the impact of menstruation on higher education, as reported by the Higher Education Policy Institute (Hepi). The report explores the “hidden impact” of menstruation and its influence on students’ academic performance.
According to the survey, seven out of ten students feel they are unable to concentrate on their studies or assessments due to period pain. For those who have been diagnosed with menstruation-related illnesses such as endometriosis or polycystic ovary syndrome, the time missed can increase to around 11 weeks over the course of a three-year degree. These findings emphasize the need for greater awareness and support within the educational system.
Interestingly, the survey also found that 15% of students reported experiencing days or weeks during their cycle when they felt a mental or physical boost that helped them focus and perform better. This suggests that while some students face challenges, others may find ways to adapt and thrive during certain phases of their menstrual cycle.
The report calls for thoughtful institutional and governmental responses to address this issue, which affects half the population. It recommends using clearer language and explicitly referencing women’s health conditions when considering requests for extensions on assignments or time off. Similar to how awareness is raised about menopause, the report advocates for policies, guidelines, and action plans to reduce stigma, provide training, and offer support for both staff and students.
The survey included 950 participants who had a period in the previous 12 months. While the majority were women, 1% identified as transgender men and 1% as non-binary. The report author acknowledged the challenge of using inclusive language, such as “people who menstruate,” even if it may seem awkward, as it accurately reflects the data.
As part of the same report, 1,571 individuals, just over half of whom identified as women, were asked about their perceptions of menstrual education and the impact of menstrual cycles on their lives. The findings revealed that just over a fifth (22%) of male students said they had received no lessons about menstrual cycles or periods. Women were more likely than men to describe the education on these topics as poor, suggesting that school curricula may not adequately address the needs of students who menstruate.
Rose Stephenson, Hepi director of policy and report author, emphasized the importance of addressing menstrual health as a structural issue rather than a niche concern. She highlighted that the report demonstrates the hidden impact of periods on students’ higher education experiences, particularly for those with diagnosed conditions.
Professor Dame Sally Mapstone, president of Universities UK, noted that historically, menstruation has often been framed as a source of embarrassment or disadvantage. She called for a reflection on how systems, policies, and assumptions may obscure the realities of students and urged the creation of a more intelligent, humane, and responsive academic culture.
The Office of the Independent Adjudicator for Higher Education (OIAHE) emphasized the importance of clear communication regarding support options for students facing personal circumstances, including menstruation. They noted that many institutions have adopted a more flexible approach, encouraging self-certification and focusing on the impact on the student rather than specific medical diagnoses.
A Department for Education spokesperson stated that new sex and health education guidance ensures pupils learn about the menstrual cycle and associated changes. They encouraged universities to support students’ wellbeing, attendance, and academic performance, including making free period products available on campus.
These findings underscore the urgent need for systemic change to support students who menstruate, ensuring they have access to the resources and understanding necessary to succeed in their academic journeys.
