Edge Hill University<\/p>\n\n\n\n
Presentation Aims:\u00a0
To explain how embedded \u2018ideal worker norms\u2019 in teaching create challenges for teachers to remain in the profession during menopause and contribute to identity threat and distress.\u00a0
To explore several context-specific strategies which have been identified by menopausal teachers as helpful.\u00a0\u00a0
To explore frameworks used and why these are helpful for exploring complex systems, such as the teaching work environment, where multiple forces and factors interact.
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Background\u00a0
Menopause is a gendered workplace issue, which impacts work outcomes and work-related quality of life (Atkinson et al., 2021; Verdonk, Bendien and Appelman, 2022; Steffan and Poto\u010dnik, 2023). Despite the menopause gaining more attention, little is known about the work-related experiences of menopause of those in the teaching profession in England (Jack et al., 2016; Atkinson et al., 2021; Howe et al., 2024; Steffan and Poto\u010dnik, 2023).\u00a0
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Methods
An initial quantitative phase established the impact of menopause symptoms on teachers work outcomes and a second qualitative phase used rhythmanalysis (Lefebvre, 2013) to explore the daily workplace rhythms of schools and how menopause symptoms are perceived as \u2018rhythm disruptors.\u2019 An ecological approach (Bronfenbrennor, 1979) was utilized as a framework to explore wider influences on menopausal teachers including medical settings and home life settings.\u00a0\u00a0
Findings and Conclusion
Menopause was a distressing time for women teachers. They perceived their work identity to be \u2018threatened\u2019 as their symptoms forced them to deviate from the \u2018ideal worker norm\u2019 (Acker, 1990) which was embedded throughout schools. There were little options for workplace accommodation and support. Wider influences including access to GPs, homelife midlife challenges and compounding stigma contributed to women\u2019s distress. Teachers identified a number of potential solutions for support during menopause.\u00a0<\/p>\n\n\n\n
Hannah Smee’s Edge Hill University staff webpage<\/a>
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