Menopause makes teachers’ work lives harder – and may push them out of the profession

Secondary teaching in England currently faces a recruitment and retention crisis. Over 90% of teachers leave before retirement.

Although the government have made efforts to improve recruitment and retention, interventions tend to focus on initial teacher trainees and early career teachers – ignoring the experiences of midlife teachers, including menopause.

Research suggests that menopause can increase the risk of burnout at work. However, there has been limited exploration of how menopause affects secondary teachers’ intentions to remain in the profession.

My PhD research explored this. I surveyed 258 peri- and post-menopausal secondary teachers between the ages of 40 and 65 across England, carrying out interviews with 12. I found that teachers are statistically more likely to intend to leave teaching if they are menopausal than if they are pre-menopausal.

When interviewed, menopausal teachers explained they felt they had no option but to leave or reduce their hours and responsibilities as they were unable to manage their menopause symptoms at work. Teachers experiencing menopause symptoms felt that they were less able to do their jobs. “I am planning my exit as we speak now,” Rachel said. “It’s not a job you can sustain.”

Menopause can cause a range of symptoms, with teachers finding menopause-related bladder problems, heavy bleeding and fatigue to be most problematic. Teachers often had limited access to bathrooms during the school day. Jane explained how she was often unable to access a bathroom for up to four hours, and Maddie said she was having “stress dreams about not being able to go the toilet”.

Alongside bathroom access, women found the lack of flexibility and the performance element of the job difficult to manage while experiencing menopause-related fatigue. Paige, who retrained as a teacher in her forties, recounted how she had “never actually come across a profession which is so rigid”. “It is relentless and there is no let up,” Jane explained.

This rigidity also meant many menopausal teachers could not access health appointments, meaning they lacked menopause support inside or outside of school. This further affected their health and wellbeing, as well as their intentions to leave the profession.

Only 7% of menopausal secondary teachers in my survey felt supported by their school; 80% reported struggling to manage workload and to access accommodations, such as flexible working, cooling down methods and regular breaks. Most teachers felt as though their line manager would not know how to help them or how challenging menopause can be. Caroline, a head of department, thought her current headteacher “would find it almost laughable” if she was to ask for support around menopause.

No sympathy

Those who do try to ask for support are often penalised or ignored. Maria raised her heavy bleeding with her line manager and was told discussing the issue was “inappropriate”. Rachel explained that “they had no sympathy” for her symptoms. Maddie asked for more access to toilets: “Of course, it’s been completely ignored.”

Discriminatory practices are having a detrimental impact on women secondary school teachers, psychologically and financially. Rachel felt forced to give up her role as head of department and “took a huge hit financially”. Susan “felt anxious and ashamed”. The teachers highlighted a systemic failure for midlife women in secondary teaching, noting “a cull of older ladies” in the profession. Only 34% of teachers surveyed identified a menopause policy, with those I interviewed noting how the menopause policies in place were tokenistic and ineffective. Maria explained that her school’s policy was “very much box ticking”.

Despite being a female dominated sector, the “career stifling” described in the interviews is represented in the persistent gender pay gap. Women are less likely to be in leadership positions in schools than men.

These findings raise questions around the inclusivity of secondary teaching, particularly for women and for those who have health-related needs. Supporting menopausal teachers is imperative for retaining experienced and talented teachers.

Changes such as accessing bathrooms, reducing workload and the consideration of flexible working opportunities would make a real difference for women in teaching. Training for line managers and HR would help them effectively support menopausal teachers – and wider scrutiny needs to occur around the potential gendered and ableist discriminatory practices occurring in the teaching profession.

All names have been changed for anonymity

Hannah Ainsworth received funding from the ESRC for the research project informing this article.