Adjustments at school.

Ask: “What is difficult during the school day, and what might make it easier?” Explore situations that create difficulties and adjustments that may help. Give the student an opportunity to describe their needs in a confidential conversation.

Clarify who needs information about the adjustments and which details may be shared. Follow school procedures when more extensive or formal adjustments are needed.

• Allow students to use the bathroom when needed. Arrange discreet access so they do not have to explain personal circumstances in front of the class.
• Keep pads in a familiar, discreet location. Show students where to find them when needed.
• Ensure bathrooms have toilet paper, water, soap and suitable disposal bins.
• Agree on how students can access spare clothes and assistance if clothing becomes stained.

These are suggestions for school practice. Clarify who is responsible for purchasing, making products available and restocking supplies.

Some children begin developing physically before their classmates. This may include breast development, body hair, changes in sweat and body odour, or the first period before others in their class.

Puberty starts and progresses at different rates. A student who looks older than their peers is still a child who needs care, safety and age-appropriate information. Physical development does not determine emotional or social maturity.

Teach before students need the information

Teach about puberty, menstruation and bodily variation before students are expected to recognise changes in themselves. Explain what may happen, why it happens and how development differs between individuals.

Begin with changes students may see or feel, then explain the terminology. For example, explain vaginal discharge, where period blood comes from, how to use a pad and whom to ask about questions.

Use fictional scenarios and examples the whole class can learn from. Keep students' experiences and questions private. Do not single out a student as an example of early puberty in front of classmates.

Pay attention to how the student is feeling

A child who develops earlier may receive questions, comments or attention about their body. Some are comfortable with the changes, while others feel uncertain, uncomfortable or want more privacy.

Start with the student's own experience. In a private conversation, ask: “Has anything about the school day changed for you?” or “Is there anything we adults can do to help you feel more comfortable at school?”

Make support practical

• Make sure all students know where to find pads, bathrooms and an adult they can contact.
• Provide discreet bathroom access, spare clothing and supplies without requiring students to explain personal circumstances in front of others.
• Explore whether the student needs more privacy in changing rooms or other situations where attention may be drawn to their body.
• Stop comments, teasing and unwanted attention relating to physical development. Follow school procedures when incidents affect a student's safety.
• Agree on practical solutions with the student and later ask whether they work as intended.

Work with the school health service

The school health service can help teach puberty and physical development, and offer individual conversations when a student has questions or concerns. Explain how students can contact a school nurse.

Where there are concerns about very early, rapid or unusual pubertal development, help the student contact healthcare professionals. The school's role is to listen, support and make adjustments. Medical assessment belongs with healthcare professionals.

Decide how to work with the family and school health service based on the student's age, wishes and applicable rules on confidentiality and information sharing.

Professional basis: Norwegian Directorate of Health recommendations on cooperation between schools and school health services (Norwegian).

For pain, fatigue or other health concerns, consider short breaks, a quieter workspace, adjusted workloads or adapted activities. Choose measures that enable participation and agree when to review them.

Menstruation and cycles affect students differently. Base participation in physical education on individual health, symptoms and needs. Assess activities individually rather than applying fixed rules for different phases of the menstrual cycle.

If pain, heavy bleeding or other symptoms limit daily activities, help the student contact a healthcare professional. Practical adjustments at school can be combined with medical assessment.

Intervene when comments concern bodies, smell, menstruation, sexuality or gender expression. Take responsibility for addressing the situation and supporting the affected student.

Use inclusive language that encompasses different bodies and experiences. Menstruation is relevant knowledge for the entire class, regardless of who menstruates. Teach bodies and health with respect for individual differences.

Adapt explanations and teaching materials when students need simpler language, visual aids, qualified interpretation or alternative ways of communicating. Offer opportunities for personal questions in private conversations.

Help the whole class learn about personal boundaries and respecting others. Use fictional situations to practise asking, respecting an answer and getting help for a friend. Both age groups can find these activities in the consent and boundaries lessons.

When pressure, unwanted touching or sexual harassment occurs, stop the behaviour when possible and safe. Support and protect the affected student. The child or teenager responsible also needs clear guidance and follow-up. Describe what happened, their responsibility and what needs to change. Treat the student respectfully as a person.

When sexual behaviour causes concern, a school nurse, GP, school psychologist or municipal psychologist may help assess and arrange support. Clarify who follows up with each child and how further incidents can be prevented. Any dialogue between the children should be planned with professionals and protect both children.

Notify the headteacher if you suspect an unsafe school environment. The school must investigate and implement appropriate measures. This also applies to online incidents outside school hours that affect the student's school environment. Assess reporting obligations to child welfare services under applicable law. If abuse is suspected, contact the police for guidance; in immediate danger, contact the police at once.

Involve the student in decisions about cooperation with home and the school health service. Clarify confidentiality and the right to share information based on your role. If violence or abuse is suspected, assess safety before contacting home. Follow applicable procedures and agree next steps with the relevant authority.

For absences or repeated difficulties, explore which circumstances affect the school day and what support and adjustments the student needs. Consider the full situation rather than drawing conclusions from isolated observations or a diagnosis alone.

Use the following points to guide the discussion. Document necessary follow-up information in approved school systems in accordance with applicable procedures.

1. Needs: What makes the school day difficult?
2. Measures: What will the school do, and from when?
3. Responsibility: Who will ensure the adjustments are implemented?
4. Information: Who needs to know what?
5. Follow-up: When will you speak again, and how will you assess whether the measures help?

For example, the student may use the bathroom as needed under an agreed arrangement. The class teacher informs relevant staff about the arrangement while protecting the student's privacy. After two weeks, the student and class teacher review whether it works.