My “Gateway” to Advancing Menstrual Health Through Research and Education
As a public health student, much of my time has been spent immersed in research. I love research, but this summer, I had a unique opportunity to step beyond that to co-lead a workshop for adolescent peer educators learning to teach their peers about puberty. This experience was one of the highlights of my APEx, as it allowed me to apply my knowledge in a hands-on, community-driven setting.
My first introduction to public health was as a sophomore in undergrad when my small liberal arts college in Ohio launched its Global Health department. After taking the introductory course, I declared it as my second major the following semester. From there, I developed a passion for sexual and reproductive health, with menstrual health emerging as a particular focus. While I can’t pinpoint the exact moment this topic became so important to me, in hindsight, my personal experiences growing up in Indian society shaped my perspective. My first period story includes canceled plans to visit a temple due to cultural perceptions of menstruation as “impure.” While my school curriculum did a good job of educating me about menstrual health, societal stigma still loomed large. Without that formal education, my perception of menstruation—and my own body—could have been vastly different.
As the Sid Lerner Women’s and Adolescent Health Fellow with the Gender, Adolescent Transitions and Environment (GATE) Program, I hoped to contribute to expanding access to menstrual health education and resources, as well as to push back against stigmatization by amplifying diverse perspectives and experiences.
Creating Space for Open Conversations
Walking into the workshop and looking around at the faces of adolescents and young adults, all between 16 and 22 years old, I felt excited. I was eager to hear their stories and share mine. My peers and I collaborated with a community-based organization in the Bronx to design a session that would equip peer educators with the tools to teach younger adolescents about puberty.
During the training workshop, I was struck by the meaningful discussions we had about menstruation—a topic these young educators were eager to explore. Their curiosity and engagement underscored the importance of creating safe spaces where young people can ask questions, share experiences, and gain confidence in discussing menstrual health. It was rewarding to see how these educators were preparing not only to navigate their own menstrual health but also to guide younger adolescents through similar conversations. This program fostered an environment where conversations about periods felt natural and open, a stark contrast to the silence and stigma that so often surrounds menstruation.
Research: A Critical Piece of the Puzzle
While this workshop reminded me how powerful education and community engagement can be, my experience at GATE also reinforced why research is crucial to advancing menstrual health. Education is only part of the solution; there also needs to be systemic change in how menstruation is addressed in clinical care.
I worked on a study exploring how pediatricians and other clinicians engage with young patients about menstruation. A 2020 study found that up to a third of 2,500 pediatricians surveyed did not routinely provide anticipatory guidance before menarche, ask about the last menstrual period, or discuss menstruation with patients after they had started menstruating. These gaps in care highlight the need for greater clinical engagement on menstrual health.
Clinicians rely on vital signs—such as heart rate, blood pressure, and body temperature—to assess overall health. Menstruation, too, serves as an important health indicator. For clinicians, understanding a patient’s menstrual cycle length, pain levels, and other menstrual experiences can contribute to more comprehensive care. Severe pain, for instance, is often dismissed as a normal part of menstruation, yet it can be a symptom of conditions like endometriosis.
My Experience in Research
During my fellowship, I played a key role in recruiting participants for our study. I designed a screening and recruitment survey and streamlined interview scheduling for clinicians. Managing participant documentation for ongoing assessment of overall sample demographics strengthened my project management skills. In addition, co-interviewing participants enhanced my qualitative research abilities; and I learned the importance of flexibility during interviews by observing my supervisor adapt to real-time conversations.
Reflecting on my experience, my biggest takeaway is the need to create safe spaces for menstrual health conversations—both in community settings and in clinical care. Through the peer educator workshop, I saw firsthand how open discussions can empower young people. At the same time, my research at GATE made it clear that significant gaps exist in clinical settings, where menstrual health is often overlooked as part of routine care.
My time at GATE solidified my dedication to advancing menstrual health. Whether through education, research, or policy, I want to contribute to a world where menstruation is not shrouded in stigma but recognized as a fundamental aspect of health and well-being. In a field where menstrual health is still too often overlooked, I am proud to be part of a movement working to break down barriers and ensure that all people who menstruate have access to the knowledge and care they deserve.
Bhavana Huliyar is a second-year MPH student in the Department of Population and Family Health, earning a certificate in Public Health Research Methods. Since her fellowship, she has continued working as a Research Assistant with the GATE Program. Her interests range from sexual and reproductive health, and maternal and child health, to WASH and program planning.