Abstract
This study explores the lived experiences of midlife women teachers in UK secondary schools, focusing on how they navigate menopause within the context of a demanding teaching profession. Positioned at the intersection of midlife transitions and professional identity, menopause presents unique challenges, particularly in public-facing roles with rigid schedules such as teaching. Using an inductive approach with the life history method, this research seeks to understand how these women make sense of and navigate the ‘border crossings’ between personal well-being and professional expectations, influencing job satisfaction, career decisions, and retention. By centring their voices and experiences, this study will offer fresh insights into an underexplored issue, revealing how midlife women teachers negotiate social norms, workplace cultures, and institutional policies. The findings will contribute to organisational and management research by highlighting the complexities of menopause in teaching, informing gender-sensitive retention strategies to promote equity and sustainability within the UK teaching workforce.