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Break the Barriers: Girls' Experiences of Menstruation In BREAK THE BARRIERS: GIRLS’ EXPERIENCES OF MENSTRUATIONBreak the Barriers: Girls’ experiencesIN THEof menstruation in theUK UK 1 January 2018 Written and conducted by Chloe Tingle and Shailini Vora, No More Taboo with contributions from Mandu Reid, The Cup Effect and Janie Hampton, World Menstrual Network. In Northern Ireland, the research was written and the focus groups conducted by V’cenza Cirefice. The report was edited by Lucy Russell and Kerry Smith, Plan International UK. Special thanks to our Advisory Panel: Daisy Binnie; Margaret Casely-Hayford; Gabby Edlin; Janie Hampton; Pamela Hampton; Terri Harris; Danielle Keiser; Sally King; Tina Leslie; Alethea Osborne; Cressida Peever; Chella Quint; Mandu Reid; Dr Kay Standing; Robyn Steward; Dr Karen Trewinnard; Chloe Tingle; and Shailini Vora. And finally we would like to thank all the young people and professionals who generously contributed their time and expert knowledge to the completion of this report. Special thanks to All in Youth Project, Middlesbrough and M13 Manchester. All photography Joyce Nicholls Front cover: Sugi, 20, Middlesbrough 2 Break the Barriers: Girls’ experiences of menstruation in the UK CONTENTS Introduction ................................................................................................................................................................................................................................................................. 4 Plan International’s work around the world ............................................................................................................................................................7 Methodology .............................................................................................................................................................................................................................................................. 8 The situation in the UK ............................................................................................................................................................................................................................ 9 Section 1: Menstrual knowledge and attitudes .......................................................................................................................................... 14 What are young people learning and when? ................................................................................................................................................... 14 Including all menstruators ............................................................................................................................................................................................................ 16 Knowledge gaps ......................................................................................................................................................................................................................................... 17 Disability ................................................................................................................................................................................................................................................................. 18 Menstrual products and the role of corporations ....................................................................................................................................... 19 The important role of the internet ...................................................................................................................................................................................... 21 Who are girls and other young people talking to about menstruation? �������������������������������������������������������������������� 24 How do young people want to learn about menstruation? .......................................................................................................... 27 Section 2: The impact of shame and stigma ................................................................................................................................................... 32 Fear and embarrassment ............................................................................................................................................................................................................. 32 Self-esteem and body image .................................................................................................................................................................................................. 34 Impact on sport and exercise .................................................................................................................................................................................................. 35 Menstrual management in schools ................................................................................................................................................................................ 37 Managing menstruation within a religious context .................................................................................................................................. 39 Positively fighting shame and stigma .......................................................................................................................................................................... 41 Period poverty in the UK ................................................................................................................................................................................................................ 42 Conclusion ............................................................................................................................................................................................................................................................... 48 Recommendations: The Menstrual Manifesto ............................................................................................................................................. 50 Appendices .............................................................................................................................................................................................................................................................. 54 Appendix 1: Information on key informants and Advisory Panel members �������������������������������������������������������� 55 Appendix 2: Information about the young people involved in the focus groups ����������������������������������������� 59 Appendix 3: Focus group questions for those groups conducted in England ������������������������������������������������ 61 Endnotes ...................................................................................................................................................................................................................................................................... 62 Break the Barriers: Girls’ experiences of menstruation in the UK 3 INTRODUCTION For over 80 years, Plan International UK has worked to deliver and protect the rights In our research in Bangladesh2 we have of millions of children around the world, seen that adolescent girls and women and to address gender inequality. We face a range of challenges during their are the global experts on girls’ rights. menstruation which prevent them from realising their rights and contributing to Decades of global experience tell us that due society: to their gender and their age, adolescent girls are particularly vulnerable to having their rights • A widespread context of silence and denied. In 2016, our State of Girls’ Rights in the shame. UK report1 showed that here in the UK there are also specific challenges for girls, as well as • A lack of accurate information about many of the same problems of gender-based menstruation at home or at school, violence, discrimination and gender stereotypes with information based on changing that hold girls back around the world. Girls are social norms and cultural beliefs. not only feeling unsafe in schools, on the streets and online, but their education, career choices • A resulting set of extensive and ability to be heard are also being negatively restrictions that prevent girls from impacted. Having listened to the concerns of taking part in normal daily activities girls in the UK about their rights more broadly, such as family life, education and Plan International UK wanted to explore some participation in social activities. areas of specific concern more thoroughly, such as digital rights, street harassment • Multiple barriers at schools including and relationships and sex education. This a lack of running water, bins for report therefore seeks to examine a key disposal and a lack of emergency issue for girls – menstrual stigma and taboo supplies of menstrual ‘napkins’. – and expose the negative impacts on their lives and the solutions that could challenge this stigma and address its impacts. and taboo was the inspiration for us to For centuries, menstruation has been a hidden turn the spotlight on the UK. Equally, it is topic – dealt with in silence, rarely spoken important to locate the UK context within about and then only in female company – as that of the wider global situation. Nearly well as a topic of shame and embarrassment. half of the world’s population menstruate Menstrual stigma is often internalised
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