The Menstrual Experiences of University Students and Impacts on Their Education

Globally, there is growing recognition among academics, activists, policymakers and practitioners of the importance of addressing menstruation to achieve better outcomes across health, education, employment and gender equality for all people who menstruate. However, missing from this discourse is an understanding of university students’ menstrual experiences and potential educational impacts. This thesis comprises three aims: 1) to systematically review and synthesise research on university students’ menstrual experiences globally, and the antecedents to and impact of these experiences on their education, 2) to investigate factors affecting confidence to manage menstruation among university students attending an Australian university, and 3) to develop evidence-based recommendations for improving university student menstrual experience. Firstly, a systematic review of qualitative and quantitative literature on university students’ menstrual experiences globally and impacts to education was undertaken. Thereafter, a quantitative study was undertaken to assess university students’ menstrual management confidence in Australia, and the predictors of confidence. This thesis found that students generally report negative experiences of menstruation which poses adverse consequences to their academic performance, attendance, and classroom engagement. Diminished confidence to manage menstruation was also common among university students and appears to be shaped by several modifiable sociocultural and physical factors. University students have a broad range of unmet menstrual health needs that must be addressed to improve their menstrual experience and time at university. Nevertheless, more research with menstruating university students studying in high-income countries, and with students who identify as diverse in culture, religion, and gender, is warranted to ensure interventions appropriately meet their needs