When we talk about Access Ability, we often focus on visible barriers like class size, curriculum design, or physical space. But what about the invisible ones?
Hormonal shifts are a lifelong, universal process. Puberty, pregnancy, perimenopause, menopause, and aging bring changes in estrogen and progesterone. Testosterone also rises and falls across a man’s lifetime, shaping energy, focus, mood, and confidence.
Lately, I’ve been reflecting on my own journey toward menopause while supporting students navigating puberty. The changes may look different, from smooth skin to wisdom-filled wrinkles, but the challenges echo one another. Some days we are sharp and energized; other days, fatigue, brain fog, or self-doubt make it harder to show up fully.
As I care for my aging dad and spend time in his assisted living community, I’ve also seen how men experience their own hormonal fluctuations that impact energy, learning, and confidence. I smile, noticing how often the men ask for the heat to be turned up while the women reach for a fan. We’re all truly doing the best we can.
These shifts are universal, even if the details differ. Students may be labeled distracted or unmotivated, and educators, parents, support staff, and administrators may push through without asking for support when they truly need it. I know this because I have lived it, and I see it in those I walk alongside.
Access Ability means addressing these invisible barriers, too:
💜 Normalizing conversations about hormonal health for all genders
💜 Creating flexible options when energy and focus shift
💜 Valuing everyone’s capacity even when biology presents challenges
Broadening access empowers students, educators, parents, support staff, and administrators to show up fully, authentically, and sustainably.💜
Hormonal shifts are a lifelong, universal process. Puberty, pregnancy, perimenopause, menopause, and aging bring changes in estrogen and progesterone. Testosterone also rises and falls across a man’s lifetime, shaping energy, focus, mood, and confidence.
Lately, I’ve been reflecting on my own journey toward menopause while supporting students navigating puberty. The changes may look different, from smooth skin to wisdom-filled wrinkles, but the challenges echo one another. Some days we are sharp and energized; other days, fatigue, brain fog, or self-doubt make it harder to show up fully.
As I care for my aging dad and spend time in his assisted living community, I’ve also seen how men experience their own hormonal fluctuations that impact energy, learning, and confidence. I smile, noticing how often the men ask for the heat to be turned up while the women reach for a fan. We’re all truly doing the best we can.
These shifts are universal, even if the details differ. Students may be labeled distracted or unmotivated, and educators, parents, support staff, and administrators may push through without asking for support when they truly need it. I know this because I have lived it, and I see it in those I walk alongside.
Access Ability means addressing these invisible barriers, too:
💜 Normalizing conversations about hormonal health for all genders
💜 Creating flexible options when energy and focus shift
💜 Valuing everyone’s capacity even when biology presents challenges
Broadening access empowers students, educators, parents, support staff, and administrators to show up fully, authentically, and sustainably.💜
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