Breaking Barriers: Nepal initiative empowers women and girls through menstrual health and gender equality programme

In Nepal, many women and girls, particularly from poor and marginalised communities, continue to face barriers rooted in poverty, cultural stigma, and gender-based violence. Menstruation, a natural biological process, remains one of the most underserved and stigmatised issues. Lack of access to affordable, hygienic sanitary products often forces girls to miss school, putting their education and future opportunities at risk.


To address these challenges, The Steve Sinnott Foundation, with funding from Soroptimist International Foundation, is running a grassroots project that combines awareness, education and practical skills. The project distributes cost-effective, reusable sanitary pad kits, provides reproductive health education and equips women and girls with the skills to produce their own pads, offering an affordable, eco-friendly, and sustainable solution.


The project seeks to improve menstrual hygiene, boost girls’ school attendance and strengthen their ability to resist gender-based discrimination and violence. At its core, the initiative has two key goals: reducing gender-based violence and advancing menstrual health management.


Training sessions on non-violence

To date, the initiative has engaged communities across three locations through targeted activities. A total of 444 children, youths and adults participated in awareness training sessions on:

  • The concept and impact of gender-based violence
  • Fundamental human rights and how to protect these rights
  • The role of community members in preventing gender-based violence and fostering a supportive environment


Youth groups also received theatre training, preparing plays that addressed gender-based violence and menstruation and challenged harmful norms with an aim to promote positive behavioural changes and reduce stigma. These performances reached over 550 people, prompting conversations that encouraged tolerance, equality and healthier menstrual practices in both schools and communities. The theatre training and the performances were all undertaken using the local language, ensuring accessibility.


As part of the project’s focus on building safer communities, 42 participants, including women, youth, and children, took part in a three-day Alternatives to Violence Programme. Guided by four facilitators, the training sessions taught peaceful approaches to conflict, highlighted the consequences of violence, and encouraged participants to adopt non-violent behaviours.


The training fostered active engagement and reflection, helping community members envision a more peaceful and supportive environment. The sessions were interactive and the participants showed active engagement throughout the training, empowering everyone with tools for peaceful conflict resolution.


Training on producing reusable sanitary pads and menstruation awareness

At the heart of the initiative, 110 women and girls took part in hands-on workshops to learn how to produce reusable sanitary pads. Using locally available materials, they practiced cutting, stitching and assembling the pads, while also discussing safe use and maintaining good hygiene. For many, the training went beyond health—it showed how homemade pads could ease the financial burden of monthly purchases and even open the door to small income opportunities.


Alongside the production training, 210 women and girls received reusable sanitary pads and joined sessions that explored menstruation, reproductive health and hygiene. These conversations created space to break taboos, share experiences, and highlight the advantages of reusable products, from affordability to sustainability.


Outcomes:

  • Increased awareness of women’s rights and community responsibility in preventing violence
  • Promotion of peaceful conflict resolution and positive social behaviours
  • Reduced stigma around menstruation, encouraging open discussions in schools and communities
  • Current statistics show a 92 per cent increase in girls’ school attendance due to the impact of the Positive Periods and prevention of gender-based violence programmes
  • Empowerment of women and girls with skills to produce reusable pads, lowering family costs and offering eco-friendly alternatives


By equipping women and girls with education, dialogue and practical skills, the initiative is helping to shift deep-rooted norms while empowering women and girls to take control of their health, education and futures. In doing so these women and girls are offered pathways to dignity, equality and resilience.


By Dilly Prasad Sharma

Executive Director Children epal

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Dilly Prasad Sharma • January 23, 2026
By Ann Beatty June 1, 2026
On Friday evening ( 29 May, 7.00 pm The Actors Church Covent Garden) we had the pleasure of listening to this very special concert, bringing together the Choir of King's College London and the Princeton High School Orchestra in a celebration of international friendship, collaboration, and shared values. This project reflects a commitment to peace, sustainability, equality, and cultural exchange, uniting young musicians from the United Kingdom and the United States through the universal language of music.
By Ann Beatty May 20, 2026
How a simple act of practical solidarity is transforming the journey to school in The Gambia’s Central River Region North Policies have been written. Schools have been built. Yet for many children in The Gambia’s Central River Region North, access to education is still measured in kilometres, not opportunity. 
By Laura Griffin May 13, 2026
‘In a single hour vast tracts of shaded woodland became a jumble of torn trees and upturned soil, exposed to the glare of the summer sun. Such land-clearing events are rare, but forests exhibit remarkable resilience in the face of disaster. I’m told that the Chinese character for ‘catastrophe’ is the same as that which represents the word ‘opportunity’. And, the blowdown, while catastrophic, presented opportunities for many species.’ (Wall Kimmerer, 2003: 89). In the context of a volatile, uncertain, complex, and ambiguous world (Stein, 2021) what kinds of education for hope might support children’s and young people’s critical engagement in local and global issues? In the spirit of exploring the possibilities of hope further, this short article focuses on the area of global citizenship and sustainabilityrelated education. It will briefly open by sharing commonalities across pedagogical approaches that take up the concept and act of hope more critically, and close by offering reflective questions for educators, with suggestions for further reading. Perhaps it is a kind of hope that is grounded in the present, in future reimagining(s), in ethical solidarity, and an acknowledgement of our deep entanglement with the living metabolism of planet earth 1 our singular home (UNESCO, 2021); a hope that engages with complex root causes and lived realities of multiple overlapping crises in critically reflexive and contextually relevant ways. As McCloskey notes, ‘Hope can fire our collective imagination and critical consciousness as a mainspring to activism and intervention in the world.’ (2025: 3). Commonalities across critical pedagogical approaches to hope include: Acknowledging the context of a ‘seamless single story of progress, development and human evolution’ (Andreotti, V.D.O., 2021b Relating to social and ecological justice and the wellbeing of people and planet Using participatory, action-orientated and inquiry-based learning processes Exploring diverse worldviews and perspectives Practising grounding in the present with opening up possibilities for change (relational, embodied, response-able 2 ) Experiencing ‘struggle’ in different forms (dialogical, selfreflexive, open-ended) Engaging individual and collective agency, action and activism Looking for lifelong and life-wide learning and unlearning. 1 See ‘Co-sensing with Radical Tenderness’, in Machado de Oliveira Andreotti. 2021a 2 See ‘Crossing Borders’ in 2 Depth Education “Depth Education and the Possibility of GCE Otherwise, 2021b. Source: Andreotti, V. 2021a & 2021b., Atif, A. (2025)., Bourn, D. 2021., Bryan. A. and Mochizuki,Y., 2024., Giroux, H.A. 2025., Meade, E. 2025. Whilst engaging in the concept and act of hope more critically reflect upon: What kinds of education for hope might you explore further and why? How might you provide generative spaces for engaging in diverse worldviews and perspectives? In what ways can you facilitate individual and collective agency? How might you support learners’ practice grounding in the present in order to relate differently? In what ways can you support learners in navigating complex root causes and lived realities of local and global issues? As Chief Ninawa Hini Kui affirms, ‘The future depends much less on the images we project ahead than on our capacity to repair relations and build relationships differently in the present.’ (Andreotti et al, 2023: 73. An invitation for further reading: Transformative Learning for a Sustainable Future . d’Abreu, C., Belgeonne, C., Bourn, D. and Hatley, J. (2025) ‘Transformative Learning for a Sustainable Future’. DERC Research Paper 24. London: UCL Institute of Education. Hospicing Modernity: facing humanity’s wrongs and the implications for social activism. Machado de Oliveira Andreotti, V. (2021a) ‘Hospicing Modernity: facing humanity’s wrongs and the implications for social activism’ , London: Penguin Random House. Development Education and Hope . McCloskey, S. (2025). (ed) ‘Development Education and Hope’. ‘Policy and Practice: A Development Education Review’ , Vol. 41, Autumn. Centre for Global Education, Belfast. Link to and download the full reference list here