The Period Talk – Reflections on Menstruation Education

In another one of my Feminist classes, we are working on a project all about periods. With some of the things I’ve found throughout that project, I figured it could translate into a beneficial blog post for Shout Out! JMU. So buckle up everyone… we’re talking about periods. Specifically, how different types of schools (public, private/religious, homeschool, etc.) approached a traditionally awkward conversation.

When it comes to learning about menstruation, no two experiences are the same. From school curriculums to family discussions, the path to understanding this crucial aspect of health is shaped by culture, educational systems, and personal circumstances. I sent out a Google Form to a few of my friends to shed light on how people from different backgrounds learned about periods that revealed stark inconsistencies, significant gaps, and the enduring role of parents and peers in bridging the knowledge divide.

For many who attended public schools, menstruation education began around 5th or 6th grade. These sessions, often separated by gender, typically covered the basics of the menstrual cycle and the products to use. While some schools provided diagrams of the uterus and discussions about physical changes, education often stopped short of addressing emotional or practical aspects. One friend said “I remember them telling us we needed to start wearing deodorant and that once a month we would bleed, but that’s about it.” Many felt unprepared when their first period arrived, realizing that classroom lessons didn’t fully prepare them for the experience. This was especially true for those who didn’t menstruate until years later. One friend explained, “I understood but didn’t pay close attention because I wasn’t going through it. I didn’t get my period until sophomore year of high school.” For these individuals, parents, peers, and even books filled in the gaps. Mothers played a particularly prominent role, guiding their daughters through the practicalities and emotional realities of menstruation.

In private and religious schools, menstruation education often took on a different tone. While some schools mirrored the public school approach, others framed the discussion through a religious lens, emphasizing modesty or abstinence over science. “It was essentially just ‘this will happen to you at some point,” one friend said about their religious school’s approach. “It wasn’t a science talk but a religious one.” These sex education programs were often brief, sometimes lasting only a single day, and rarely revisited in later grades. Practical details like using tampons or managing cramps were often overlooked. For many, friends, doctors, and online resources became their primary sources of knowledge. One striking difference in religious schools was the broader absence of sex education. Without lessons on reproduction, consent, or protection, menstruation education exists in a vacuum. My friends were left to piece together the connections between menstruation, fertility, and broader sexual health on their own.

Those with mixed education backgrounds, such as private elementary and public high school, experienced a blend of approaches. Early lesions in private schools included structured sessions on periods and puberty, sometimes accompanied by light-hearted perks like Chick-fil-A lunches. However, transitioning into public schools meant an end to formal education on the subject. “In high school, we didn’t have any talks at all,” one of my friends said. These gaps left some of my friends feeling underprepared, even as they gained insights from friends and family. It also highlighted the inconsistency between school systems, where early education might set a foundation, but a lack of reinforcement left my friends with unanswered questions.

Across all education types, one theme stood out: the critical role of parents and peers in filling gaps left by schools. Mothers, sisters, cousins, and friends became informal educators, sharing their own experiences and offering advice. “I learned more from my mom and sisters than I ever did in school,” one respondent said. My friends’ responses reveal a common need for more inclusive, detailed, and continuous education about menstruation. Schools often introduce the topic too briefly, without follow-up during the years when students are actively experiencing these changes. Gender-separated sessions also exclude boys from learning about menstruation, perpetuating stigma and misinformation. Comprehensive education should go beyond the basics of anatomy and cycles to include more for girls. Parents and peers will always play a role in these conversations, but schools have the responsibility to provide a consistent and science-based foundation. By closing these gaps, we can empower young people with the knowledge and confidence they need to navigate menstruation and related health topics with dignity and understanding.