Date of Graduation
12-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Health, Sport and Exercise Science (PhD)
Degree Level
Graduate
Department
Health, Human Performance and Recreation
Advisor/Mentor
Dobbs, Page D.
Committee Member
Bhochhibhoya, Shristi
Second Committee Member
Ballentine, Hope
Third Committee Member
Bermis, Sarah
Keywords
comprehensive education; education standards; menstrual health; menstruation; parent; teacher
Abstract
Objective. To analyze US public K-12 health education standards, and compare parent’s and teacher’s attitudes, beliefs, and competencies towards 8-10-year-olds receiving menstrual education in schools.
Methodology. Content analysis of US K-12 education standards (N=51) in July-September 2024, for the inclusion of comprehensive menstrual education standards, classroom gender composition, teacher education, and parent choice options. A cross-sectional sample (n=300) of US parents (49.3%), teachers (19.3%), and both (31.3%) were surveyed to compare their attitude, perceived benefits, perceived barriers, and self-efficacy towards 8-10-year-olds receiving menstrual education, and comfort and capability teaching menstrual health. Descriptive statistics were recorded, and association between groups was calculated with ANOVA.
Results. 25.5% (n=13) of US public health education standards included menstruation. Of these, constructs of comprehensive menstrual health were recorded including abnormal menstruation (n=6), menstrual hygiene (n=6), menopause (n=1), and stigma (n=7). Six states initiated menstrual education in 3rd-5th grade. One state required genders be taught separately, and another state specified that both genders received menstrual education. Parents opt-out choice is allowed in six states and another six required certifications for teachers. Parent and both groups had significantly higher levels of perceived capability (p<.05) teaching medically accurate terminology for genitals than teachers. Parents also had significantly higher levels of comfort (p<.05) than the teacher and both groups teaching this content, how the human body prepares for reproduction, and healthy puberty habits. Both reported significantly higher capability (p<.05) than parents teaching disease processes impacting the menstrual cycle. Parents and both participants had significantly higher levels of self-efficacy (p<.005) than teachers, yet teachers showed more positive attitudes (p<.05) than parents and both.
Conclusion. Menstrual health education is profoundly rare in US K-12 public education, despite most women menstruating for approximately 40 years. D.C. was the only jurisdiction that contained all recommended aspects of menstrual health education. While parents are often the preferred source for menstrual education, it appears that those with teacher training were more capable teaching content beyond basic menstruation. Furthermore, teachers have more positive attitudes, but lower self-efficacy, which may be due to politization of systemic barriers to effectively teaching taboo topics.
Citation
Richardson, E. M. (2024). The State of Menstrual Health Education: A Content Analysis of US Public Education Standards and A Comparative Study of Parents and Teachers Attitudes, Beliefs, and Competency towards Menstrual Education in Public Schools. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/5592
