BACKGROUND: This study aims to identify the predictors of menstruation’s impact on adolescents’ daily, social, and school lives, focusing on physical, psychological, and environmental factors. MATERIALS AND METHODS: For this cross-sectional study, 763 girls ( M = 18.5 years, range = 11–26 years) participated. The questionnaires included items on menstruation’s impacts and predictors (i.e., intensity of dysmenorrhea, emotional and self-esteem issues, beliefs about menstruation, social support, resource accessibility, and academic satisfaction). RESULTS: Two path analyses examined: (1) adolescents’ daily lives, social participation, and physical activity, and (2) school outcomes (absenteeism, classwork, and homework challenges). In Model 1, the negative impact of menstruation on daily life was positively predicted by dysmenorrhea intensity ( P < 0.001), emotional and self-esteem issues ( P < 0.001), and bullying related to menstruation (P. =0.013), while negative beliefs about menstruation as a barrier to physical activity had a negative effect ( P < 0.001). Limitations in social life were positively predicted by dysmenorrhea ( P < 0.001), beliefs about menstruation as a barrier to physical activity ( P < 0.001), and menstruation as a taboo subject ( P = 0.017). The strongest predictors of physical activity limitations were dysmenorrhea ( P < 0.001) and beliefs about menstruation as a physical activity barrier ( P < 0.001). In Model 2, all school outcomes were positively predicted by dysmenorrhea intensity ( P < 0.001). Emotional and self-esteem issues were associated with difficulties of completing homework and focusing in class ( P < 0.001). Beliefs about menstruation as a barrier to physical activity were negatively related to school absenteeism ( P < 0.001). Additionally, higher academic satisfaction negatively predicted a decrease in school absenteeism ( P < 0.001). CONCLUSION: These results emphasize the need for support, including educational and health-related initiatives, addressing adolescent menstruation challenges.
Bollinger et al. (2026) studied this question.