<p>Outdoor education is often framed as a practice of inclusion, challenge, and community. Programs are designed to foster resilience, self-efficacy, social connection, and environmental care. Yet one of the most ordinary aspects of human life, reproductive health, remains marginalised within outdoor education planning, pedagogy, and professional culture. Menstruation, pregnancy, and menopause are routine biological processes, but they can significantly shape access, engagement, and retention in outdoor learning because of stigma and poor education on the matter. For many young people, the thought of managing their period in environments without regular access to toilets, showers, or discreet waste disposal is enough to deter them from camps. Female educators similarly highlight the strain of navigating pain and fatigue in the midst of fast-paced, high-pressure days, an under-recognised burden that contributes to fatigue, silence, or stepping back from the profession. To expand the conversation around staff retention, especially in the outdoor sector—it’s important to note that at a systemic level, Australian policy is only just beginning to recognise the workplace impacts of perimenopause and menopause. This article explores reproductive health in outdoor education across three domains, students, educators, and professional culture. Drawing on recent Australian research and practitioner reflection, I argue that recognising reproductive health is not an “add-on” but fundamental to equitable participation and staff wellbeing for all. I conclude by offering practical recommendations for schools, universities, and outdoor organisations seeking to embed inclusive practices.</p>