Menstruation is a global public health issue with negative discourses of shame, embarrassment, and disgust. There is growing anecdotal evidence linking negative menstruation experiences at school to absenteeism. This systematic review and line‐of‐argument synthesis aims to develop a conceptual understanding of menstruation experiences in schools in high‐income countries. MEDLINE (Ovid), PsycINFO (Ovid), EMBASE (Ovid), HMIC (Ovid), and ERIC databases were searched. NVivo was used for thematic synthesis and reciprocal translation to generate third‐order constructs: overarching themes that interpretatively describe social processes around menstruation in schools. One thousand three hundred and thirty‐three studies were screened, with 19 meeting inclusion criteria. Six third‐order constructs were identified and integrated into a synthesized line‐of‐argument illustrating menstrual injustice at school. To ensure menstruating students do not face academic disadvantage because of schools’ failure to accommodate menstrual needs, schools should challenge stigma, provide facilities to improve students’ capability and confidence to manage menstruation, and provide academic support to menstruating students who miss classes. Future research should explore experiences of period poverty in HIC schools, examining the influence of gender identity, disability, race, and class on menstruation experiences.

中文翻译：

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高收入国家学校的月经经历：系统回顾和论点综合

月经是一个全球性的公共卫生问题，伴随着羞耻、尴尬和厌恶等负面言论。越来越多的轶事证据表明学校的不良月经经历与缺勤有关。这项系统回顾和论点综合旨在对高收入国家学校的月经经历形成概念性理解。检索了 MEDLINE (Ovid)、PsycINFO (Ovid)、EMBASE (Ovid)、HMIC (Ovid) 和 ERIC 数据库。 NVivo 用于主题合成和相互翻译，以生成三阶结构：解释性地描述学校中围绕月经的社会过程的总体主题。筛选了 1,333 项研究，其中 19 项符合纳入标准。确定了六个三阶结构，并将其整合到一个综合论证中，说明了学校的月经不公。为了确保经期学生不会因为学校未能满足经期需求而面临学业劣势，学校应挑战耻辱感，提供设施以提高学生管理经期的能力和信心，并为缺课的经期学生提供学业支持。未来的研究应该探索高收入国家学校的经期贫困经历，研究性别认同、残疾、种族和阶级对经期经历的影响。