For professionals
Periods and menstrual health.
Give students knowledge about periods, let them explore menstrual products and practise practical solutions for the school day.
Interactive period resource
Use myth-or-fact, period-kit and conversation activities on a voluntary basis. These resources require no login and do not store students' answers.
Open activities for ages 8–12Review preparation and follow-up guidance before teaching. Use fictional examples so students can explore the topics while keeping their personal experiences private. You can also print this page from your browser.
For 8–12 · Approximately 30 minutes
What is a period, and what can you do?
What students will learn
- Explain where period blood comes from.
- Show where a pad is attached on a pair of underwear or a model.
- Describe what to do if a period starts at school.
Preparation
Have unused pads, clean underwear or a paper drawing and a simple illustration of the uterus and vagina. Use the model for the practical activity.
Explain the topic to students
One day you might see a little red or brown blood in your underwear. This may be your first period. The blood comes from a part of your body low in your tummy, called the uterus. The uterus is a small, hollow organ with muscles in its walls. An organ is a body part with a particular job. The uterus is where a baby can grow during pregnancy. Pregnancy means a baby has begun developing inside the body.
The uterus has a soft lining on the inside. When you have a period, some of this lining comes away. Blood and small pieces of the lining pass through the vagina. The vagina is a soft passage from the cervix, the lowest part of the uterus, to an opening between your legs. This bleeding is called menstruation, or a period.
A pad sticks inside your underwear and absorbs the blood. Change pads regularly and sooner if they become wet or full. Follow the instructions for the product. An adult can help you find something suitable.
Activities and teaching steps
1. Explain using a drawing · 10 minutes
Read the explanation slowly. Point out the uterus, passage and opening on the drawing. Ask students to identify where the blood comes from and where a pad sits. Explain the terms again if needed.
2. Explore a pad and a period kit · 10 minutes
Show how to open the packaging, attach a pad and dispose of a used pad. Let students try this on a model or watch the demonstration. Make a shared list of pads, spare underwear and a bag for soiled clothes. Explain what is essential and what students can choose to carry themselves.
3. Plan for the school day · 10 minutes
Use this fictional example: 'Sam sees blood in their underwear at school.' Students choose a first step, a trusted adult and where they can find products. Explain your school's actual arrangements for bathroom access and help. The whole class takes part in learning, including students who will not have periods themselves.
Questions for reflection
- Where does period blood come from?
- Where can someone get a pad at school?
- How can a classmate help?
Conclude the lesson
Draw or write three steps for getting help if your period starts at school.
For 13–17 · Approximately 30 minutes
Cycles, products and symptoms
What students will learn
- Explain how to count a menstrual cycle.
- Choose practical solutions based on bleeding and circumstances.
- Recognise symptoms that warrant discussion with healthcare professionals.
Preparation
Have different unused period products and manufacturers' instructions available. Prepare a fictional calendar with two first days of bleeding. Keep students' own cycle information private.
Explain the topic to students
A menstrual cycle runs from the first day of one period until the first day of the next. Hormones are substances that carry messages around the body. They affect the ovaries, which contain egg cells, and the lining of the uterus. Ovulation means that an egg is released from an ovary. Cycle length and the timing of ovulation can vary, particularly during the first few years of periods. A 28-day wheel is one example of how the process can be illustrated.
Product needs, changing times and activities vary. Follow the product instructions and change products according to bleeding. A tampon absorbs blood inside the vagina. Remove or replace it after no more than eight hours, and earlier when necessary or when the instructions specify a shorter time. Symptoms that interfere with everyday life deserve assessment.
Activities and teaching steps
1. Count a fictional cycle · 10 minutes
Mark two first days of bleeding and count the number of days in the cycle. Ask students to explain the difference between days of bleeding and overall cycle length. Explain that a calendar may reveal patterns, but the timing of ovulation, mood and energy varies between people.
2. Choose practical solutions · 10 minutes
Groups consider three situations: a long school day, physical education and a leak. They examine products and instructions and propose solutions. Review handwashing, changing products and disposal. Let students choose whether to watch or try the products on a model.
3. When is more help needed? · 10 minutes
Discuss: 'Toni has so much pain that they go home from school several times' and 'Ari often bleeds through protection and feels exhausted.' Practise describing pain, bleeding and effects on everyday life. Find a concrete route to a school nurse or doctor.
Questions for reflection
- What information is needed to choose a period product?
- How can a friend help when someone has a leak?
- What details may be useful in a healthcare conversation?
Conclude the lesson
Write one practical solution and one reason to ask for a healthcare assessment.
Follow up on students' needs
Pain that limits school, sleep or activities, and bleeding that is difficult to manage, should be discussed with healthcare professionals. Heavy bleeding together with dizziness or feeling clearly unwell may require prompt medical assessment.
Guidance for conversationsSchool adjustments and support
Sources and professional background
These are the sources used. The activities and conversation examples were developed by Tidlignok. Adapt the material to your group and follow current local procedures.