Perimenopause and menopause can be tough for everyone. But when you work in schools it’s tough in some very particular ways. We don’t get to choose the when, where, who and what of our jobs and that lack of flexibility curtails some of the potential coping strategies. Add to that the fact that we’re dealing with children and young people who are still developing their own emotional control when ours has gone to whack, and we have so much to remember…
Here’s 10 top tips to support perimenopause and menopause in the classroom:
1. Audit your week. Map out all the regular things you do each day and look for where the pressure points occur. What are the days you can’t get to the loo? Which times are most tiring? When does memory loss most happen? What’s stressing you out? There will always be things you can’t pre-empt but if you can identify the regular pressure points you can start to figure out what you can do about them.
2. Manage your stress levels. Many of us find stress harder to manage when we’re in perimenopause – and we also find that stress makes those symptoms worse. You might need to identify a quiet place to escape to when you can. Or practice some nice belly breathing to bring calm to your body. You might want to explore meditation and mindfulness or find something to do outside of work that helps you calm down or blow off a bit of steam.
3. Give your brain a break. The fluctuations in our oestrogen levels affect the metabolism of our brain cells which is why you experience brain fog and memory loss. But all our brains are like cats! They fall asleep if things stay the same. Don’t be tempted to stay in one spot determinedly ploughing through a pile of work. That’s not efficient or effective. A change of scene or activity can really perk up your brain. And a short burst of movement can get them going as well. It’s also possible that your brain is helped by a diet low in sugar and refined carbohydrates and with plenty of protein.
4. If your memory fails you, play for time and take the attention off yourself. When we worry or panic in these moments it makes the problem worse. It’s a really good time to ask a question. And if you think you won’t be able to think of appropriate questions have a crib sheet taped in a strategic place. Other strategies that some people use include laughing it off or explaining what’s going on and asking for the help you need.
5. Use your tech to reduce the amount of things you have to remember. Many of us are carrying a high memory load. Before perimenopause women have phenomenal memories and we’ve probably learned to depend on them – and we probably also remember things for other people. There are lots of apps you can use on your tablet or PC that will remind you of things – and sometimes having slides for your lessons is as helpful to you as it is for them (I couldn’t do my job without mine!)
6. Make your classroom comfortable for you. That might mean fans or access to water. Or pegs on which to put your layers as you peel them off. Or making sure your chair is right. A lot of us spend a lot of time leaning to talk to students or perching on child-sized chairs. When you do get to sit on your own chair it can help to have the properly supported.
7. Find and support each other. If you can, set up a support group. That can be face-to-face or online, or even just a WhatsApp group. It’s useful to have a place to share those difficult feelings and just as importantly to look for solutions to the problems you are facing.
8. Talk to your school management. They are usually more supportive than people expect. There are lots of ways they can support you – many of which take surprisingly little money or effort. They can set up a call system similar to your behaviour call system to allow you a chance to nip out of your classroom. They can facilitate those fans or clothes hooks. Or a safe place to put bits and pieces near the loo. They may be able to organise things so you aren’t moving classrooms quite so much or that your duties don’t fall on your worst days. They may also need to know about things that could come up in inspections or observations – such as difficulty with remembering children’s names.
9. Check out whether your school has a menopause policy – or it might be covered in the wellbeing policy. A policy should lay out what you can expect and who you should speak to. A lot of schools do have them these days, although they may be tucked away somewhere!
10. Remember that looking after yourself is good for everyone. For the school, your colleagues and the learners as well as everyone outside school. Whether it means finding ways to destress, exercise, eat better, or nourish your psyche with laughter and love, and prioritise your own needs. That may mean you need to say ‘no’ sometimes and it may mean that others have to step up. They may not like it at first. Stand your ground.
If you are interested in finding out more about how you can support yourself or colleagues though Perimenopause and menopause in the classroom, take a look at my webinar and workbook in the Positive Young Minds shop.