<\/p>\n
A UCL study finds many young people receive only one lesson about periods in primary and one in secondary school. As new statutory RSHE guidance expands curriculum content and resources, experts urge mixed\u2011sex inclusion and practical support to tackle stigma and wider menstrual health needs before the 2026 implementation.<\/p>\n<\/div>\n
In a study highlighted by the Irish News, University College London researchers say that schooling on menstruation remains woefully thin for many pupils. The team found that, across a typical school career, young people may receive as little as two dedicated lessons on periods\u2014one in primary and one in secondary school. Professor Joyce Harper of the UCL Institute for Women\u2019s Health argues that while educating about menstruation is now a statutory expectation in England and Wales, it still amounts to far too little for most students. \u201cEducating pupils about periods may now be compulsory in schools in England and Wales, but we know that for many of them that still only amounts to two lessons in their entire school career,\u201d she said. The researchers also contend that boys should be included in these sessions, noting that mixed-sex classes can help pupils understand the experiences of friends and future partners, even as some schools prefer single-sex formats to foster openness.<\/p>\n
Beyond the two-lesson reality, the study highlights the stigma surrounding menstruation and a broader knowledge gap that can deter people from seeking help. Co-author Caroline Musulin, also from the UCL Institute for Women\u2019s Health, described how many women endure menstrual problems longer than they should because they cannot speak openly about uncertainties or fear being dismissed by healthcare professionals. The authors\u2019 findings come as the government\u2019s RSHE framework for schools continues to be rolled out. New guidance published in recent weeks reiterates that pupils should learn about menstruation as part of both primary and secondary education, and that the curriculum should address menstrual and gynecological health, including conditions such as endometriosis and polycystic ovary syndrome, as well as menopause. The Department for Education emphasises that RSHE lessons should enable respectful communication and consideration of experiences different from one\u2019s own, with schools supported by new resources to run high-quality lessons. The Education department says that all teaching on these topics should be age-appropriate and that schools will eventually operate under stricter, more comprehensive guidelines from next year.<\/p>\n
The Guardian\u2019s August 2025 review of the same UCL study reinforces the sense that the current provision is far from consistent. It notes the study\u2019s finding that many pupils experience only two periods-related lessons in their entire schooling, with instruction often focused on biology rather than wellbeing or broader health implications. The article also underscores the government\u2019s position that menstruation content is already a mandated element of RSHE and health education, and that renewed guidance aims to widen and deepen the curriculum accordingly. In short, while policy signals from Westminster are steering schools toward a more thorough, multi-faceted approach, there is ongoing debate about how best to integrate these topics across mixed- and single-sex teaching, and how to balance curriculum time with other statutory requirements.<\/p>\n
In parallel, the government has formalised its stance on RSHE and health education through updated guidance released in July 2025. The official guidance sets out that all schools must align with comprehensive RSHE content across primary and secondary phases, with a staged approach that enables schools to prepare ahead of the 1 September 2026 enactment date. Ministers emphasised the need for parental involvement, safeguarding, and clear delivery of online safety, wellbeing, gender equality, and mental health within RSHE. The reform package is described as a cross-government effort designed to address modern safeguarding challenges and to reflect digital-age realities, including online safety and gender-based issues. The reforms are intended to apply to England, with other UK nations following similar trajectories. Parliament\u2019s debate on the matter in mid-July 2025 framed these changes as a long-awaited, system-wide update that schools can begin planning for now, even as they work toward the 2026 implementation window.<\/p>\n
As these reforms unfold, education professionals and unions have welcomed the direction while calling for practical supports. NAHT\u2019s Sarah Hannafin said that teaching about periods remains a vital part of health education for all pupils, and that schools should plan for both mixed-sex and single-sex sessions to ensure students understand others\u2019 experiences. The Association of School and College Leaders\u2019 Pepe Di\u2019Iasio echoed the call for a comprehensive approach that goes beyond biology to address wellbeing and broader social impacts. The Department for Education says the new RSHE curriculum will be backed by resources to tackle stigma, support each child\u2019s development, and help teachers deliver sensitive, high-quality lessons.<\/p>\n
As the country moves toward what ministers describe as a more holistic, inclusive approach to menstruation education, schools now face a delicate balancing act: implement a more comprehensive, mixed- or multi-format curriculum, while ensuring timing and resources align with broader RSHE and health-education requirements. The debate over how best to normalise conversations about menstruation\u2014without compromising safeguarding, inclusivity, and age-appropriate delivery\u2014remains central to how this policy translates from guidance to classroom practice.<\/p>\n