Periods cause students to miss six weeks of study

UK students lose around six weeks of academic time during their degrees due to menstrual health issues, with 70 per cent struggling to concentrate during assessments.

Students diagnosed with conditions such as endometriosis or polycystic ovary syndrome (PCOS) reported missing around 11 weeks across a three-year course.

Endometriosis causes tissue similar to the womb lining to grow elsewhere in the body, while PCOS affects hormone levels and ovary function.

The findings come from a Higher Education Policy Institute (Hepi) report into the “hidden impact” of menstruation in higher education.

Rose Stephenson, Hepi director of policy and report author, said: “The findings from this report demonstrate the hidden impact of periods and menstrual cycles on students’ higher education studies,” said

“This is a particularly serious issue for those who have been diagnosed with menstruation-related illnesses who miss, on average, 11 weeks of academic study over a three-year degree course.

“Menstrual health is not a niche concern. It is a structural issue that deserves thoughtful institutional and governmental responses.”

The research included 950 respondents who had menstruated in the previous year—mostly women, but also 1 per cent transgender men and 1 per cent non-binary individuals.

Taking this into account, along with the fact that some women do not menstruate due to contraception, the author noted the decision to use terms like “people who menstruate” or “students who menstruate”, acknowledging these may “appear clumsy” but reflect the data accurately.

While the majority reported negative impacts, 15 per cent said they experienced mental or physical boosts at certain points in their cycle, helping with focus and performance.

The report calls for clearer institutional and governmental policies, including explicit references to women’s health conditions when considering time off or assignment extensions.

It recommends raising awareness of menstrual health in the same way menopause is now addressed—with policies, training, and support plans to reduce stigma and signpost available help for both staff and students.

As part of the research, 1,571 people were asked about menstrual education.

Twenty-two per cent of male students said they had received no lessons on periods or the menstrual cycle. Women were more likely than men to rate their education as poor.

The report said school-based education may suit those without periods who need to understand them, but teaching for women “could and should be improved”.

Professor Dame Sally Mapstone, president of Universities UK, said: “Historically, menstruation has too often been framed as a source of embarrassment, invisibility, or disadvantage.

“That should no longer be the case.

“This report sets out a challenge to reflect on how systems, policies and assumptions may obscure the realities of those they serve and to shape a more intelligent, humane and responsive academic culture. That is a challenge well worth taking up.”

The Office of the Independent Adjudicator for Higher Education said it is important that providers clearly explain how students can seek support for personal circumstances, including menstruation.

It added that many institutions have recently adopted more flexible approaches, including self-certification and a focus on impact rather than formal medical diagnosis.

“We hope that this will encourage more students affected by the issues identified in this valuable research to seek appropriate support,” the organisation said.

A Department for Education spokesperson said: “Our new sex and health education guidance makes clear that pupils should learn the facts about the menstrual cycle, as well as the associated physical and emotional changes.

“Universities are expected to support students’ wellbeing, attendance and academic performance, and we encourage them to make free period products easily available across campus.”