Menopause Support in Schools: Why Awareness Matters for Staff Wellbeing and Retention

Sally Bolton

2 days ago

5 min read

October is Menopause Awareness Month, an opportunity for schools and education leaders to reflect on how well they understand and support staff during perimenopause and postmenopause.

Schools are busy, demanding environments. Between teaching, managing workloads, supporting pupils and meeting the expectations of parents and school leaders, staff are often juggling competing priorities.

For those navigating perimenopause or postmenopause, these demands can become even more challenging.

Menopause is a normal life event, marking the point when someone has gone 12 consecutive months without a menstrual period, where this definition applies. However, the symptoms associated with perimenopause and postmenopause can have a significant impact on confidence, concentration, energy levels and everyday performance.

For schools and Multi-Academy Trusts, understanding menopause is not simply a wellbeing initiative. It's also an important consideration when it comes to supporting and retaining experienced, valued members of staff.

Why does menopause matter in education?

Women make up approximately three-quarters of the teaching workforce in England, according to the Department for Education's School Workforce in England statistics.

Many staff will experience perimenopause and transition into postmenopause during their working lives, often at a point when they have built considerable professional experience and may also be balancing demanding responsibilities outside work.

Research from the Fawcett Society's Menopause and the Workplace report (2022) found that one in ten women who had worked during menopause had left a job because of their symptoms.

Although this research specifically surveyed women, it is important to recognise that perimenopause and postmenopause can also affect trans men, non-binary people and others who do not identify as women.

For schools already facing challenges around staff workload, wellbeing and retention, this deserves attention. Losing an experienced teacher, support colleague or senior leader doesn't just affect staffing levels. Schools also lose valuable knowledge, relationships, experience and continuity.

Understanding the impact on staff

Menopause is often associated with hot flushes, but the range of potential symptoms experienced during perimenopause and postmenopause is much broader.

Poor sleep, fatigue, anxiety, brain fog, headaches, difficulty concentrating and reduced confidence can all affect how someone feels and functions at work.

Consider an experienced teacher who has spent years confidently managing a classroom but suddenly finds themselves struggling to recall information, feeling overwhelmed by everyday demands or questioning their ability to do a job they have always done well.

Or a senior leader who is managing significant responsibilities while dealing with disrupted sleep, exhaustion and increased anxiety. These experiences can be difficult enough without the additional worry of how colleagues or managers might respond.

It's also important to recognise that everyone's experience is different. Some people experience relatively mild symptoms, while others face significant challenges. The age at which menopause occurs, the symptoms experienced and access to appropriate support can also vary.

Support therefore needs to be individual rather than based on assumptions.

Creating a culture where people feel comfortable asking for support

One of the most valuable things a school can do is create an environment where menopause can be discussed openly, professionally and without embarrassment.

This doesn't mean expecting staff to share personal information. It means ensuring they know that, should they need support, they can have a confidential conversation without fear of judgement.

Awareness across the whole school community is important, including among colleagues who may not personally experience perimenopause or postmenopause. When people understand the potential impact, they are better equipped to recognise challenges, respond appropriately and support one another.

Normalising conversations about menopause can also help reduce the stigma that sometimes prevents people from asking for help.

The important role of school leaders and managers

School leaders and line managers have a particularly important role in creating supportive working environments. However, many managers may have had little or no education about menopause and may feel unsure about what to say, what questions to ask or what support they can offer. This is where appropriate training can make a real difference.

Managers don't need to become menopause experts. They do need to understand how symptoms might affect someone at work, recognise their responsibilities and feel confident having sensitive, supportive conversations. The focus should be on listening, avoiding assumptions and exploring practical solutions together. A colleague experiencing difficulties may not need significant changes to their role. Sometimes, relatively small adjustments can make their working day more manageable.

Practical support doesn't always mean significant changes

Schools operate within particular constraints, and flexibility isn't always straightforward when classrooms need covering and timetables must be maintained. However, there may still be opportunities to make practical improvements.

These could include:

Reviewing access to drinking water, ventilation and temperature control.
Considering flexibility around breaks or duties where operationally possible.
Exploring temporary adjustments to workload or responsibilities.
Providing access to a private space when needed.
Ensuring staff know where to access appropriate information and support.
Reviewing existing wellbeing, absence and workplace policies.

Importantly, any adjustments should be discussed with the individual and reviewed as their needs change. Guidance from Acas and the Equality and Human Rights Commission highlights the importance of employers understanding their responsibilities and considering appropriate workplace support.

Depending on individual circumstances, symptoms associated with perimenopause or postmenopause may also meet the legal definition of a disability under the Equality Act 2010, meaning employers may have a duty to make reasonable adjustments.

Moving beyond awareness

Menopause awareness is an important starting point, but creating meaningful, lasting support requires more than an annual awareness event. Schools and Trusts can benefit from considering how menopause fits within their wider approach to staff wellbeing, leadership development and retention.

This might include providing appropriate education for managers and colleagues, introducing trained Menopause Champions as an additional point of contact, and ensuring staff have access to reliable information and support. Menopause Champions can help raise awareness, provide a listening ear and signpost colleagues towards appropriate support, while understanding the boundaries of their role.

There is also value in helping individuals understand how lifestyle factors such as physical activity, nutrition, sleep and stress management can support their health and wellbeing during midlife. These approaches are not a replacement for appropriate medical care, but they can form part of a broader, evidence-informed approach to menopause support.

Where should schools start?

Supporting staff through perimenopause and postmenopause doesn't necessarily require a complicated strategy or a large financial investment. A useful starting point is for school leaders to reflect on a few simple questions:

Do our staff feel comfortable discussing menopause at work?

Do our managers understand how to respond when someone asks for support?

Are our existing policies and wellbeing initiatives meeting the needs of staff during perimenopause and postmenopause?

What practical changes could we make to help experienced colleagues feel supported and valued?

The answers may highlight areas where schools are already doing well, alongside opportunities for improvement. Supporting staff through perimenopause and postmenopause is not about making assumptions about their capabilities. It's about recognising that people may experience different challenges throughout their working lives and ensuring appropriate support is available when they need it.

At a time when retaining experienced education professionals remains so important, creating a workplace where staff feel understood, respected and supported is something every school can benefit from.

About the author

Sally Bolton | SB Wellbeing & Lifestyle Ltd

Sally is an experienced health and wellbeing professional and menopause workplace trainer, supporting organisations to improve menopause awareness, build management confidence and create more supportive working environments.

She delivers menopause awareness, manager and Menopause Champion training, alongside practical lifestyle and wellbeing sessions covering exercise, nutrition, sleep, stress management and self-care. Her approach focuses on providing accessible, evidence-informed education that organisations and individuals can apply in everyday life.