(56) Informing Educational Initiatives: Sources and Satisfaction of Menstrual Education Among Young Women in a Multi-State Study

Background: Period poverty (inadequate access to resources and knowledge regarding menstruation management) has been observed in college students, despite their access to higher education. This study aims to explore experiences seeking guidance for menstrual problems and education preferences, while investigating correlations between guidance sources and satisfaction. The findings may inform future menstrual health education initiatives for young women.

Methods: A Qualtrics survey was distributed via snowball sampling to females enrolled in U.S. undergraduate programs. Information collected included demographics, preferences on menstrual education, and experiences with seeking help with menstrual problems. Chi-square goodness of fit and independence tests were performed using SPSS v29.

Results: Results from 102 participants across 9 states were analyzed. The majority were White (91.2%) and Non-Hispanic (89.2%), with ages ranging from 18 to 28 (average 19.6, SD±1.62). Of the respondents, 76.5% graduated from public high school, 19.6% from private high school, 2.9% foreign high school, and 0.9% trade school. The significantly preferred setting for menstrual education was doctors’ offices (25.48%, p< 0.001), followed by online (18.25%), home (14.83%), and social media (14.83%). School was significantly least preferred, with small groups (14.07%, p=0.025) favored over auditoriums (12.55%, p=0.002).
Top topics of interest for learning about in school included when to see a doctor for menstrual health issues (15.33%, p< 0.001) and signs of common menstrual problems (14.18%, p=0.010). A preference for learning about free or discounted period products in small groups approached significance (p=0.059).
Satisfaction levels varied by source of help. Higher satisfaction was reported by those consulting mothers (p < 0.001) or healthcare providers (p=0.02). Interestingly, despite a slight preference for online learning, satisfaction decreased for those seeking help online (p=0.014), and women were dissatisfied if they did not seek help at all (p < 0.001).

Conclusions: To address period poverty among college students, it is crucial to prioritize accessible education from trusted sources, particularly healthcare providers and family, while fostering supportive environments in both academic and home settings. Key initiatives in schools should focus on recognizing common menstrual issues and knowing when to seek medical help. Additionally, information about free or discounted menstrual products should be provided in small groups.