Introduction
Menstrual health management is an essential aspect of well-being, yet individuals who are visually impaired (VI) face unique challenges in navigating their menstrual cycles independently. Unlike sighted menstruators, those with VI often struggle with determining when their period has started or ended, knowing when to change menstrual products, and managing hygiene in public restrooms. These obstacles can lead to anxiety, discomfort, and a reliance on others for assistance, impacting their autonomy and quality of life. While some strategies have been identified—such as using non-visual cues like smell and touch or seeking support from family members—there remains a significant gap in research and resources tailored to their specific needs. Additionally, access to comprehensive and accessible menstrual education is limited, leaving many VI individuals without the necessary knowledge to manage their cycles confidently. This paper explores the barriers faced by VI menstruators, the importance of accessible education, the role of assistive technology in promoting independence, and recommendations for improving menstrual health management within this community. By addressing these gaps, we can work toward a more inclusive approach to menstrual health, ensuring that individuals with VI have the tools and support needed to manage their well-being with dignity and confidence.
Obstacles to Healthy Menstrual Management
Menstruators who are Visually Impaired (VI) face unique obstacles to completing menstrual health skills independently. Some of the greatest challenges to menstrual health management for people who are VI is identifying when their period has started or ended, and when their product needs to be changed (1). Some authors have identified methods VI menstruators use to manage these tasks, such as utilizing senses other than sight (for example, smell and touch), showing a family member their pad, or simply wearing pads for a day or two longer than necessary to avoid leaks (2). Another significant challenge has been identified in navigating public washrooms (3,4). VI menstruators may struggle to identify where the trash bin is in the stall, whether the public washroom is clean and sanitary, and where the entrances and exits are (5). Some authors have suggested simple solutions for improving accessibility of public washrooms for VI menstruators: Paint the trash bin and door a distinct colour from the wall so that they can be easily identified by those with low vision, and have a sink in each stall for ease and privacy (6). These challenges are unique to the needs of VI people, and present significant obstacles to their independence with menstrual care. For this reason, providing menstrual education that’s been tailored to experiences of visual impairment are key to fostering confidence and independence among this population.
Menstrual Education
Need for Education
Individuals who are VI experience low rates of menstrual education, with some authors citing as little as ⅓ of VI students receiving formal instruction on their menstrual care (7). This lack of education can lead to significant challenges in managing menstrual care independently, potentially affecting their overall well-being, social interactions, and educational experiences (8). For example, a person with visual impairment may not have awareness of the variety of menstrual products offered, as they are not able to clearly see them on the store shelf. This presents an obstacle in identifying which products would best meet the individuals needs. Additionally, many people with VI express discomfort using internal products, such as tampons, due to a lack of understanding of how the products work (9). Without the necessary knowledge and resources, individuals may face difficulties in accessing and using appropriate hygiene products, and lack the confidence to conduct their care independently (10). By providing comprehensive and accessible menstrual education, people with VI can gain the knowledge and skills needed to manage their menstrual health with assurance, promoting greater independence, self-advocacy, and overall quality of life (11).
Methods of Education
Several authors have recommended methods for conducting menstrual education with students who are VI. Gupta & Parimal (2023) argue education should start early, before menarche, to ensure students have time to practice and gain comfort with their skills. McGregor & Unsworth (2022) suggest conducting education in small groups, where the teacher or medical professional can teach, while still allowing students to share and normalize their personal experiences with each other. They also recommend having a guest speaker who has first-person experience with visual impairment and menstruation, and a mobility specialist for teaching students to navigate public washrooms. Interactive discussions and storytelling can enhance comprehension by contextualizing menstrual health in relatable ways.
For greatest success, education methods should emphasize non-visual senses. Teaching methods can include audo-tactile materials, such as anatomically correct dolls, underwear, and menstrual products the students can practice with (12, 13, 14, 15, 16). McGregor & Unsworth (2022) also recommend hand-over-hand training as students learn to use menstrual products. In addition to hands-on practice, educators should provide clear, descriptive verbal instructions to ensure students understand each step of the process. Furthermore, the inclusion of braille materials, audio guides, and peer support groups can reinforce learning and create a more inclusive environment (17). By tailoring education to emphasize non-visual learning strategies, students with visual impairments can develop confidence and independence in managing their menstrual care effectively.
Mechanisms for Success
Self-confidence plays a crucial role in the ability of blind menstruators to navigate their menstrual health independently (18). Confidence enables individuals to take advantage of external support systems, apply learned knowledge, and develop essential life skills. A strong sense of self-awareness and self-acceptance contributes to positive reframing, allowing individuals to respond effectively to misconceptions and insensitivity. Through confidence, blind menstruators can assert their autonomy while also embracing interdependence as necessary (19).
Independence is a key concern for blind menstruators, encompassing both self-determination and self-reliance (20). The ability to make personal decisions and have options to choose from was identified as a major aspect of independence. Participants emphasized the importance of being able to manage their menstrual health and hygiene needs autonomously. Access to proper education and resources supports their capacity to rely on themselves, reinforcing their sense of control over their own well-being (21)
While independence is valuable, interdependence also plays a crucial role in menstrual health management for VI individuals. Being willing to accept help, engage socially, and feel included within their communities fosters a supportive environment (22, 23, 24). Encouraging social inclusion and reducing stigma surrounding menstruation can help blind menstruators feel more comfortable seeking assistance when needed.
Many blind menstruators receive informal education about menstruation from family and friends, particularly from their mothers (25, 26, 27, 28, 29). While this informal support is valuable, structured education and counseling services are essential to ensuring that blind individuals receive accurate, comprehensive information. Professional guidance can help address emotional and psychological aspects of menstruation while promoting both independence and interdependence (30, 31).
Assistive Technology
Menstruation-tracking apps can be valuable tools for blind and VI individuals, helping them monitor their cycle by tracking start and end dates as well as symptoms (32; 33). Mobile apps can also enhance independence by enabling users to order menstrual products online, which many find to be a more self-sufficient alternative to seeking assistance in a supermarket (34; 35). Additionally, apps that assist with reading packaging can help users identify and select the correct products (36; 37). Several other assistive technologies support menstrual health and personal care. For example, Be My Eyes is a free app that connects blind and low-vision users with sighted volunteers who can assist with identifying or locating products via a webcam. The RoomMate®, currently available in the UK, is a wall-mounted device that provides bespoke audio descriptions in accessible toilets, helping visually impaired individuals navigate these spaces more easily. Another useful tool is Aipoly, a smartphone app that uses AI to describe objects or read text aloud, offering further independence in daily life for a subscription fee of $5 per month or $50 per year. These technologies collectively contribute to greater autonomy and accessibility for blind and VI individuals managing their menstrual health.
Summary
Individuals who are visually impaired (VI) face significant challenges in managing their menstrual health independently, including difficulty identifying the start and end of their period, knowing when to change menstrual products, and navigating public restrooms. Limited access to comprehensive menstrual education further exacerbates these difficulties, leaving many VI menstruators without the necessary skills and knowledge to manage their cycles confidently. Research suggests that tailored educational approaches—such as audio-tactile materials, small group discussions, and guidance from mobility specialists—can enhance menstrual literacy and promote independence. Additionally, assistive technologies, including period-tracking apps and AI-powered navigation tools, offer practical solutions to improve accessibility and self-sufficiency. While informal education from family members plays a role in supporting VI menstruators, structured instruction and professional resources are essential for fostering both independence and interdependence. Despite the progress in identifying challenges and potential solutions, research on blind menstruation remains limited, particularly in Canada and Europe. Further studies are necessary to understand the social, financial, and personal impacts of menstrual health management for VI individuals and to develop more inclusive policies and resources that promote dignity, confidence, and autonomy.
Recommendations for Further Research
There is a significant need for further research on blind menstruation, particularly in Canada, where little to no studies have been conducted. While some research has been carried out in Europe, the majority of studies have taken place in Asia, India, Africa, and Australia. The social, financial, and personal impacts of blind menstruation—such as missing school due to fear of leaks—remain largely unexplored, highlighting the necessity for more comprehensive studies to better understand and address these challenges.
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