TOP 23 - Empowered Beginnings: A Puberty Needs Assessment and Education Initiative

Publication Number: 2775.TOP 23

Divya Sirdeshpande, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, United States; Priyanka Rao, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, United States; Meaghan Nazareth, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, United States; Victoria Darby, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, United States

Background: Puberty is a universal developmental milestone that impacts children's physical, emotional, and social well-being. With puberty onset typically between ages 8-9 for girls and 9-10 for boys, there is a narrow window to provide timely, age-appropriate education that supports healthy development (1). School-based instruction improves accessibility but often begins in middle or high school, when many children have already entered puberty, reducing its effectiveness (1,2). Variability in curricula and parental "opt-out" policies further contribute to inconsistent access to accurate information (3). Pediatricians are well positioned to bridge these gaps; however, barriers such as limited time, discomfort, and inconsistent educational materials often hinder these discussions. The American Academy of Pediatrics recommends initiating conversations about puberty during well-child visits around ages 7-8 (4). Despite these guidelines, many clinicians report limited preparedness and resources, highlighting the need for structured, community-based approaches to early pubertal health education.

Objective: This project aims to identify gaps in puberty education among parents and pediatric providers of children aged 8-12 and to develop targeted, bilingual, community-based interventions that enhance comfort, consistency, and timing of puberty discussions in primary care settings. This study has been reviewed by the Institutional Review Board and was determined to be exempt from further review (Study #25-1088).

Design/Methods: We are conducting a bilingual (English/Spanish) needs assessment during well-child visits for children aged 8-12. Using a QR code, parents complete surveys that assess their comfort with discussions about puberty, their preferred resources, and their interest in additional educational support. Clinicians complete parallel surveys evaluating frequency and comfort with initiating these conversations, perceived barriers, and resource needs. The null hypothesis is that existing education adequately meets children's needs. Data collection began in August 2025 and will continue through December 2025, with analysis in January 2026 using chi-square tests to compare parent and provider perspectives on comfort, timing, and adequacy of current puberty education. Based on results, interventions planned for 2026 include bilingual patient-centered puberty education materials after clinic visits, distribution of "puberty packs" at well-child visits, and educational sessions through the Poe Center for Health Education to improve anticipatory guidance and family engagement.

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