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Breaking the Silence: Why Boys and Girls Should Learn About Periods Together
A new study by University College London (UCL) academics has reignited the debate about how schools teach young people about menstruation. The research, which included a series of focus groups with 55 women, argues that the current approach is failing to provide pupils with sufficient and comprehensive information. A central and provocative suggestion from the study is that boys and girls should be taught about periods together in mixed-sex classes to break down stigma and improve understanding, Daily Dazzling Dawn realised.
This recommendation, however, has been met with a complex mix of support and apprehension, particularly within Britain's diverse communities. Parents from British Bangladeshi, British South Asian and British Muslim backgrounds, for whom conversations about such topics are often culturally and religiously sensitive, offer unique perspectives on this proposed change.
For many British South Asian and British Muslim parents, the idea of mixed-sex classes for sensitive topics like menstruation is a significant concern. The concept of separating genders for certain educational subjects is deeply rooted in cultural and religious values. "In our culture, modesty and privacy are very important," explains Fatima Ahmed, a British Pakistani mother from Birmingham. "We've always taught our daughters about their periods in private, at home. The thought of them discussing this with boys in a classroom feels very uncomfortable and goes against our values of haya (modesty)."
Similarly, a British Indian Muslim father from Leicester, who wishes to remain anonymous, expresses his reservations. "While I understand the goal of reducing stigma, the school environment might not be the right place for it. Our tradition has a very specific way of discussing these matters, often led by a mother or a respected female family member. Bringing boys into the conversation might not be a step forward for our community; it could cause more embarrassment."
Despite these concerns, other parents see the potential benefits. "I think it's a very good idea," says Sunita Sharma, a British Indian Hindu mother whose daughter is in secondary school. "My daughter has faced teasing from boys who don't understand what she's going through. If they learned together, maybe they would be more empathetic. It's about raising respectful young men who don't see periods as something to mock or fear."
A British Muslim parent from London, whose son is in Year 8, agrees. "My son has asked me about periods before, but he mostly gets his information from the internet, which isn't always reliable. I believe if he learned the facts in a structured, mixed-sex class, he would be a better friend and future partner. The new curriculum guidance is a step in the right direction, but implementation is key."
The UCL study's findings highlight a critical gap in current sex education. Professor Joyce Harper, from UCL's Institute for Women’s Health, points out that despite relationships and sex education (RSE) becoming compulsory in England since September 2020, many pupils receive only two lessons on the topic throughout their entire school career. The researchers argue this is insufficient, and that a lack of education is a primary driver of the "highly stigmatised" nature of menstruation. This stigma, as co-author Caroline Musulin notes, prevents many women from seeking help for issues like endometriosis or polycystic ovary syndrome (PCOS), which are now explicitly mentioned in the latest statutory government guidance for RSE.
The Department for Education (DfE) has responded to the growing calls for a more robust curriculum. The new statutory RSE guidance, which schools in England must follow from September 2026, explicitly states that pupils should learn about menstruation in both primary and secondary school. It also advises that "RSE lessons should ensure that both boys and girls have opportunities to practise respectful communication and understand experiences which are different from their own, including menstruation and menopause." This updated guidance reflects a broader policy shift towards fostering a more open and empathetic dialogue around health issues.
However, school leaders and educators are grappling with how to implement these changes effectively. Sarah Hannafin, head of policy for the school leaders’ union NAHT, acknowledges that while mixed-sex groups are vital for understanding, schools may still need the flexibility to hold single-sex discussions to allow students to speak more freely. Pepe Di’Iasio, general secretary of the Association of School and College Leaders, echoes this sentiment, supporting a comprehensive approach that goes "beyond biological facts and covers the wider effects on wellbeing."
The debate is not just about the curriculum content but also about the method of delivery. While the DfE is providing new resources to teachers, the challenge lies in balancing the need for open communication with the deeply held cultural and religious sensitivities of Britain's diverse communities. The voices of British South Asian and British Muslim parents serve as a vital reminder that a one-size-fits-all approach to RSE may not be the most effective. The path forward may involve a combination of mixed-sex classes to promote empathy and understanding, alongside single-sex sessions or additional resources to address community-specific concerns and ensure every child, regardless of their background, feels comfortable and supported in their education. The conversation around periods is finally becoming public, and schools now face the challenge of navigating this new territory with sensitivity and inclusivity.
