Listening first. Building on what already works. Creating meaningful change.

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This Appreciative Inquiry explores menstrual wellbeing for children and young people with additional needs in special school settings across Rhondda Cynon Taff.

Menstrual wellbeing is closely linked to health, confidence, dignity and educational participation. Yet children and young people with additional needs are frequently overlooked in both research and practice. This work centres their voices, experiences and strengths — and supports schools and families to co-create solutions that genuinely work in context.

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Why this matters
Children and young people with additional needs experience significant inequalities in menstrual health support.

* Research highlights persistent gaps in menstrual education and support for people with learning     

   disabilities (McCarthy, 2021).

* Period stigma continues to impact confidence, mental wellbeing and school attendance 

   (WHO / UNICEF, 2024).

* Inconsistent menstrual education disproportionately affects pupils with additional needs

   (Frontiers in Global Women’s Health, 2022).

This inquiry also supports children’s rights under the UN Convention on the Rights of the Child (Articles 2, 3, 12, 23 and 24) and aligns with the Welsh Government’s Period Proud Wales Plan (2023).

Menstrual wellbeing is not a “nice to have” — it is a matter of equity, dignity and inclusion.

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What we aim to achieve
Through this Appreciative Inquiry, we aim to:

* Improve menstrual wellbeing for students with additional needs
Defined as a state of physical, mental and     

   social wellbeing related to the menstrual cycle.

* Increase access to period products and reduce period poverty

* Challenge menstrual shame and stigma, ensuring no child feels embarrassed or unsupported

* Co-create practical, context-specific solutions with schools, families and pupils

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Our approach: Appreciative Inquiry
Rather than focusing on problems alone, Appreciative Inquiry is a strengths-based, collaborative approach that starts with what is already working well and builds from there.

The inquiry follows five key stages:
1. Define – What are we trying to improve?
2. Discover – What is already working well?
3. Dream – What could menstrual wellbeing look like at its best?
4. Design – What needs to happen to get there?
5. Deliver – What actions will we take?

This approach is particularly suited to special school contexts, where relational knowledge, trust and lived experience are essential.

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Who is involved
The inquiry will involve meaningful consultation with:
* Pupils in special schools, Families and carers, School staff and leadership teams

Their insights will directly shape the outcomes and next steps.

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What this will lead to
Findings from the inquiry will inform tailored, practical support, including:
* Accessible menstrual wellbeing resources for pupils, Workshops for staff and families, Individual menstrual        wellbeing plans, where appropriate

All outputs will be grounded in lived experience, dignity and inclusion.

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About Womb Wisdom
Womb Wisdom is led by Hannah Brown, a certified Menstrual Cycle Coach & Educator and qualified Social Worker with over 20 years’ experience supporting children, young people and families.
This work draws on extensive experience including:

* Delivering menstrual education in primary and secondary schools (Years 5–11)
* Creating accessible resources for children with additional needs
* Training and cyclical supervision for professionals working with young people

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Get in touch
If you’d like to learn more about this inquiry, partner on future work, or explore how this approach could support your setting - Hannah.wombwisdom@gmail.com


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