Menstruation and learning disability across the life course: using a two-part scoping exercise to co-produce research priorities

Earle, S. ORCID: 0000-0003-2810-5659, Ledger, S., Newton, V., Rouse, L. and Tilley, E., 2024. Menstruation and learning disability across the life course: using a two-part scoping exercise to co-produce research priorities. British Journal of Learning Disabilities. ISSN 1354-4187

Text 1875116_Earle.pdf - Post-print Full-text access embargoed until 18 March 2026. Download (635kB)

Abstract

Background: Across the life-course women and girls with learning disabilities and their carers report difficulties in accessing information and support with menstruation, yet their experiences are often overlooked in initiatives to improve menstrual health and wellbeing. Our aim was to collaborate with women with learning disabilities to co-produce future research priorities in a UK context.

Method: We undertook a two-part scoping exercise to explore what is known about this topic from a life-course perspective, beginning pre-menarche and extending to post-menopause support. This combined a rapid scoping review of the literature since 1980 with a stakeholder consultation where people with learning disabilities, family carers, advocacy groups and staff working across education, health and social care were invited to share their experiences of menstruation support.

Findings: UK and international literature provided insight across five narrative themes. 70 stakeholders took part in our consultation, enabling identification of five key themes. Findings across both highlight examples of supportive practice and valued resources alongside enduring health inequalities and barriers to menstruation support faced by women and girls with learning disabilities across the life-course.

Conclusion: Our scoping exercise identified multiple gaps in research and practice, ongoing reproductive health inequalities and a need for improved access to peer support, resources and training that take a life-course approach. The scoping exercise indicates the need for further empirical research on menstruation and learning disability, with a particular focus on collating people’s lived experiences.

Item Type:	Journal article
Publication Title:	British Journal of Learning Disabilities
Creators:	Earle, S., Ledger, S., Newton, V., Rouse, L. and Tilley, E.
Publisher:	Wiley
Date:	18 March 2024
ISSN:	1354-4187
Identifiers:	Number Type 10.1111/bld.12592 DOI 1875116 Other
Rights:	This is the peer reviewed version of the following article: Earle, S., Ledger, S., Newton, V., Rouse, L., & Tilley, E. (2024). Menstruation and learning disability across the life-course: using a two-part scoping exercise to co-produce research priorities. British Journal of Learning Disabilities, which has been published in final form at https://doi.org/10.1111/bld.12592 This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
Divisions:	Schools > School of Social Sciences
Record created by:	Laura Ward
Date Added:	19 Mar 2024 14:23
Last Modified:	19 Mar 2024 14:23
URI:	https://irep.ntu.ac.uk/id/eprint/51112

Actions (login required)

Edit View

Views

Downloads