According to new research, heavy, prolonged menstrual pain and severe menstrual pain are associated with going to school and poor GCSE scores.

The England-based study found that more than one-third of girls (36%) who participated experienced heavy or prolonged menstrual bleeding, which was associated with an additional 1.7 days of school attendance each year.

These symptoms are associated with the lower GCSE level of about one year and the chances of meeting five standard GCSE passes, which usually require students to enter the next stage of education.

The girls were also asked about severe cramps and pain during the period, which was more than half (56%) of the participants and reduced in half the GCSE after school with an additional 1.2 days.

"Our research shows that massive or prolonged bleeding and menstrual pain are associated with downschool and educational attainment," the report concluded.

“More research is needed to understand the mechanisms behind these associations and develop strategies to address menstrually-related inequalities to mitigate the negative impact of menstrual symptoms on education.”

The authors suggest that difficulties may be caused by menstruation, bullying, bullying, challenges of managing symptoms in schools and experiences of difficulties in toilets during class and symptoms of debilitation.

The findings are based on an analysis of data from 2700 girls who received GCSE between 2006 and 2009, from Avon longitudinal study of parents and children.

The girls were interviewed four times over a three-year period about the nature of their period and analyzed their contributions while absenteeism and educational level data.

"We have to be careful because of their periods, we have a lower ability to mark women," said Gemma Sharp, associate professor of epidemiology at the University of Exeter who oversees the study. "I wouldn't say it's because of their periods. It's because society doesn't establish a society to support people during menstruation, especially when they're experiencing severe bleeding or pain."

The study is preprint, but has not been published and is being reviewed in NPJ learning science. The discovery will be presented at the menstrual research conference in London next week, Gemma Sawyer is a doctoral student at the University of Bristol, his doctoral student.

Commenting on the study, Jaysan Charlesford, a psychology lecturer at Plymouth University, said: “This is a very important window into what is happening in schools and may also talk about the problem of “pipeline” issues, making it unlikely for people with poor school experience to reach a certain level.

“Of course, given that this has a disproportionate impact on women and girls, it should be taken seriously because it is inclusive and fair.”

A separate report on period inequality published this week found that school toilets are often locked and allowed to be forgiven in the lessons of rejection, “let some learners’ periods make their uniforms bleed.”

Led by the PHS Health Services group, along with the global menstrual justice charity Irise, the study showed that one-third of students (65%) were unable to use the toilet at their school at any time, almost one-third (29%) needed permission from teachers to leave the classroom, and 15% needed access.

Chrissy Cattle, CEO of Irise International, said: “The restricted toilet entrance in schools remains an educational barrier for young people who have periods.

Julie McCulloch, senior director of strategy and policy for the Association of Schools and University Leaders, added: “The school is doing its best to support students suffering due to heavy and painful periods, but it is clearly a serious problem that has a real impact on their health and well-being.”