Health education’s response to women’s health needs; challenges, opportunities and future directions

Introduction

There is an increasing evidence base to illustrate that there is a general lack of awareness and understanding of women's health in medical settings (Cleghorn, 2021), and more broadly across the globe. Women have been excluded from research, leading to negative consequences for them (Criado Perez, 2020). Conditions such as endometriosis, polycystic ovary syndrome (PCOS), and menopause are under-researched (Mercuri & Cox, 2022).  Gender data bias is also reported in areas such as heart disease (Lancet, 2019).  Furthermore, research is illustrating that women often feel dismissed and unheard when talking about their health, leading to poor outcomes (Kwint, 2022). Women also face structural disadvantage across the globe as a result of their gender (WHO, 2024). Women are also uneducated about many health issues, treatment pathways, and access to support systems and services which negatively impacts upon their health outcomes further.  Policy actors are now recognising that women need more attention, for example, the UK government published a ten year Women’s Health Strategy (2022), recognising women’s exclusion from health care, research, and treatment. Wise (2022) also notes that women specific health assessments will become mandatory in UK medical training from 2024, linking education to practice. Given that much evidence is now illustrating gendered health gaps, and adverse health outcomes for women, this collection of articles will begin to fill a gap about women’s health education, in a global context. Policy and associated strategy e.g. the UK Women’s Health Strategy is important, however, action is needed – lessons for education, advocacy and empowerment will be fore fronted in this collection, to draw attention to what is needed for future developments in educational practices. This issue will: 

1. Raise awareness of the need for gendered health education, with a specific focus on women’s health needs, women’s health issues and women’s disadvantage. 
2. Draw attention to the need for educational work that is feminist in intention, creating space for women’s voices to be included in the evidence base. 
3. Present evidence about what works in gendered health promotion, in global context.

List of topic areas

• Educational interventions that are gender specific (women focused) e.g. related to menopause, ADHD, domestic violence and abuse, sexual health, reproductive health, screening or vaccination.  
• Educational work that is feminist and/or co-produced, and thus forefronts women's voice. 
• Health education for hard to reach/disadvantaged/vulnerable women: methods and approaches e.g. educational approaches/projects working with marginalised groups of women e.g. D/Deaf women, Bangladeshi women, women with mental health issues.
• Educational interventions for women conducted in international contexts, especially the Global South. 
• Critical perspectives on approaches to health education with women e.g. what works and what does not. 

Submissions Information

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Key deadlines

Opening date for manuscripts submissions: 1st January, 2025

Closing date for manuscripts submission: 28th April, 2025