Exploring perceived barriers to accessing menopause support in teaching and the resultant impact on mental wellbeing; an exploratory sequential mixed-

这项拟议的研究项目旨在确定教师获得更年期支持的感知障碍，以及这些障碍对教师心理健康的影响。更年期在教学中没有得到充分的支持，从而对心理健康、工作保持和工作满意度造成有害后果(国家教育联盟，2019年)。教师是一个女性占主导地位的职业，正在经历留住危机(教育部，2018年)。妇女在教学中的健康和福祉应放在研究的前列，以确保提供更高质量的服务，以支持心理健康、身体健康和保住工作。这项研究将使用探索性的顺序混合方法(Schoonenom&Johnson，2017)，以现象学方法论为基础；数据将使用解释现象学分析(Smith，Flowers&Larkin，2009)。关于女性教师更年期支持经验的研究有限，应听取直接受影响的女性的经验。被羞辱的女性状况往往不被承认和误解(Guekes等人，2016年)；这项研究的目的是通过确定支持的障碍和开发有意义的数据来探索更年期妇女的看法和经历来提高认识。

The proposed research project aims to identify perceived barriers for teachers accessing menopause support and the impact of these barriers on teacher mental wellbeing. Menopause is inadequately supported within teaching with detrimental consequences to mental health, job retention and job satisfaction (National Education Union, 2019). Teaching is a woman dominated profession undergoing a retention crisis (Department for Education, 2018). Women's health and wellbeing in teaching should be at the forefront of research to ensure better quality provision is available to support mental health, physical health and job retention. This study will use an exploratory sequential mixed-methods approach (Schoonenboom & Johnson, 2017), with a basis in a phenomenology methodology; data will be analysed using Interpretive Phenomenological Analysis (Smith, Flowers & Larkin, 2009). There is limited research of women teacher experiences of menopausal support and the experiences of women directly affected should be heard. Stigmatised female conditions are often not acknowledged and misunderstood (Guekes et al., 2016); this study aims to raise awareness through identifying barriers to support and by developing meaningful data that explores the perceptions and experiences of menopausal women.