Our Positive Periods Program is successfully tackling Period Poverty all over the world

What is our Positive Periods Program?


How it all started


Where are we now

We have now delivered our Positive Periods Program in 4 countries. Starting in Sierra Leone, then in The Gambia, followed by Cuba, and now in Haiti. Each country has taken the foundations of the project and made it their own, completely in keeping with the Steve Sinnott Foundation’s mission to work and collaborate together with other cultures and respect that each area will have its own needs and ways of best tackling a challenge.

Here is an outline of how each country has done this, making our Positive Periods Program the most diverse and effective program for enabling women and girls in diverse parts of the world. Managing periods, gender equality, sexual health, and violence, all affect girls ability to access education, and our programme is flexible enough to help girls challenge these issues.

The Gambia

The Foundation has been working with teachers and educators in The Gambia and Sierra Leone over the past 3 years to pilot a project to enable girls who miss 50 days a year due to having their menstrual period access to reusable period pads. We have called this project “Positive Periods”.


We were invited by the Gambia Teachers Union (GTU) initially to pilot this project and since then we have carried out research on the most effective and sustainable way for all girls to access this opportunity.


To tailor this program to the unique needs of girls the organisers have added in a module to raise awareness of sexual violence and gender equality.


The teachers who have had this training are cascading this training throughout their schools.



Sierra Leone

In Sierra Leone, Isata M Kamara (project Manager) working with the Sierra Leone Teachers Union (SLTU) and other community groups has hosted this programme in over 60 schools this year in Makeni, Port Loko, Bo and Kenema.

 

Despite the COVID19 outbreak leading to the closure of schools affecting the implementation of this training taking place in schools, the teachers were determined to ensure the Positive Periods Program did not stop altogether.


Boys and girls, and women and men were all involved in the workshops. They were trained in using both their hands and sewing machines to ensure that that everyone in their various schools could prepare the sanitary pads themselves and cascade this to others.


The training was initially based on health and hygiene, how to take care of themselves, and how to take care of the pads. But as the girls in her workshops talked to Isata about their problems and challenges, she realised that there was more that needed to be done. They asked for training to support themselves and their teachers on the gender-based violence and equality issues that are affecting them in their schools and community. So the organisers have now devised an additional module to raise awareness of sexual violence and gender equality to these workshops.

 

Plans for the future: Everyone is learning together and supporting each other, women and men, boys and girls. There is still much work to do and the team are now working on the most sustainable way of sharing the learning with other schools and communities across rural Sierra Leone.



Cuba

In March 2021 we started the Cuba Positive Periods Programme, named “Iniciativa Duenas” which is part of our initiative to train people in the preparation of reusable sanitary pads or intima as they are called in Cuba. The project is about how to make re-usable pads using sustainable, reusable and washable, long lasting and eco-friendly material. There were also benefits for more senior women, for those who need support with incontinence, and following surgery. 

It incorporated discussion and learning across the generations with grandmas teaching their grandchildren.

 

The participants came together on-line from across 15 women's entrepreneurship and anti-racist struggle groups. They were instructed and communicated with each other through WhatsApp. These sessions took place from their homes, in the provinces of Havana and Santiago de Cuba. The workshops facilitated a space for conversation not only about how to make their own reusable period pads but also about menstrual health for young people.

 

These women will now spread this workshop in their own groups and encourage other women to share it too. This way it will reach more women than we could possibly reach alone.



Haiti

July 2021, in Haiti the project started a few days after the political situation became tense, you can read more about this in our blog post here. If that wasn’t enough during the project there was an earthquake, we ran an appeal for this too. We were not sure if the project would be able to start or continue due to these challenges, however the Haitian spirit shines in the face of any adversity, and they continued regardless. A lighthouse for us all to follow. This program also decided to add in a module of sexual health, pregnancy and gender rights, as that was a related topic very pertinent to the current needs of girls in Haiti right now.

 

Stelandie Jean-François, the young woman in charge started the session introducing the materials the girls would be using and the patterns that they will use to create their own re-usable pads. Her students had no experience sowing so they were learning this skill also. They are very excited to be getting hands on experience making period pads that will help them live a fuller life, and come to school every day.

 

In the meantime, the school nurses drafted the training modules that they will be using for the next phase, the educational sessions. This will ensure that girls and young women know more about menstruation and female health. This supports them to better manage and understand their menstrual health and wellbeing.

 

After this workshop was delivered, staff can be trained on the workshop, and how to deliver it in their respective schools. This way the knowledge is cascaded through to the wider community.



Thank you to our Sponsors

We could not carry out this work without the support of our sponsors Soroptimists International St Albans and District, London Chilterns, Leeds and Selby. NEU Districts and Branches and all the incredible individual donors who support us with regular giving and one-off gifts.


We have also recently secured generous funding from The Openwork Foundation, so we can continue to expand this program to other countries.


You can support here


Plans for the Future

We know this programme works, the feedback from participants has been very positive, they have been instrumental in improving and adapting the training. The most important impact has been the feedback from teacher’s that girls are now coming back to school and they feel they are able to talk about their periods more openly and share solutions.


We have learned that the programme can be replicated and adapted for different needs and it is giving women and girls a voice about other important issues such as gender-based violence. If you have equal access to education you have equal choices.


We are just waiting to roll out the programme in Malawi and Uganda, which has had to be be postponed due to Covid-19. We have 6 other countries waiting to start the programme and the teams are working on sustainability in each country. This project enables women and girls to manage their periods with dignity and pride, it’s a simple solution but we know it is a powerful one.


We hope you will continue to support us on this journey.



More blog posts about our Positive Periods campaign


Videos about our Positive Periods campaign

Steve Sinnott • October 20, 2021

Educate Girls

By Safeena Husain • April 20, 2026
Every last girl may want to go to school, but we know that a desire and an aspiration are not always enough. Deep in rural India, society doesn’t always support a girl’s education. Household chores, child marriage, restricted movement outside the house and patriarchy all stand in the way. The system also lets girls down -- secondary schools can be far away and re-enrolling after leaving education can be very difficult. Educate Girls UK was founded in 2016 with a mission to work with local organisations in some of the world’s most vulnerable communities, to find and support girls back into education. We identified Educate Girls (FEGG), an ambitious Indian NGO in Rajasthan and decided to start by backing their vision of every girl in school. Since commencing work in 2007, FEGG has supported over 2 million girls to enrol into government schools and improve their learning by creating a movement of over 23,000 gender champions who have reached the girls the system might have left behind. The Indian government too has introduced enabling policies (Right to Education Act was passed in 2009) and made huge progress in improving delivery and systems. India has near universal enrolment in the primary years with many more girls in school than before the Right to Education Act came into being. Our funding and advocacy support here in the UK and Europe has made a difference. But there still remains a persistent problem in the most marginalised villages in India, and beyond. Millions of women and adolescent girls forced to drop out of school have never returned. Without having passed even Grade 10 (similar to GCSEs in the UK), their life chances are now severely hampered. Further education is a distant dream; skilling programmes inaccessible; even loans to start a small business are all out of reach. As the world aspires to improve the quality of education we cheer on from the side lines. At Educate Girls UK, we want to be supporting the enrolment of girls into systems that deliver the very best foundational literacy and numeracy and equip young people for the 21st century with all its challenges. But, an additional priority for us, right now, is to give the support that girls who have fallen out of the system need, to pass their 10th and 12th grades. We want to see girls given a second chance at securing this aspiration and indeed this basic human right. In the next ten years we will work to support partners like Educate Girls (FEGG) in India who have set themselves a goal to ensure 10 million learners get that second chance. Even if they are already married and have children, cannot access physical schools, live in the most remote villages, or have demands on their time so they can’t attend school full-time, we will ensure that girls get to study, are supported to access learning and complete their secondary education. India is incredibly well placed to demonstrate solutions to some of the world’s most intractable problems given its size and ability to innovate at scale, indeed it has the largest public education system in the world. In supporting Educate Girls (FEGG) in India to scale their work in partnership with the government, we are convinced that we can learn and then share what works for girls and, in turn as a grant maker and advocate in the UK, work for girls everywhere. At decision making tables across the world we want to ensure the importance and potential of educating girls is seen and heard. This is a problem we only have to solve once as an educated girl will likely become a mother who will educate her children. Educate Girls in India is demonstrating solutions that work at scale which could have resonance beyond India’s borders – there are nearly half a million girls who are not in employment or education even here in the UK. Our work at Educate Girls UK is to change the life of girls so they can go on to change the world for girls everywhere. Educate Girls (FEGG), was recently recognized as the first organisation in India to receive the prestigious Ramon Magsaysay Award (often hailed as Asia’s Nobel Peace Prize) and the remarkable story of the organisation’s evolution is told in Safeena’s new book Every Last Girl: A Journey to Educate India’s Forgotten Daughters. BY SAFEENA HUSAIN A social impact leader, Safeena Husain is the Founder of Educate Girls, an Indian non-profit that partners with communities to mobilise volunteers and government resources for girls’ education in some of India’s most underserved and remote regions. In 2023, she became the first Indian woman to be honoured with the WISE Prize for Education for her transformative work in advancing gender equity through education. In 2024, she was awarded an honorary doctorate by the London School of Economics and Political Science (LSE). In 2025, she led Educate Girls to a historic milestone, becoming the first Indian non-profit to receive the Ramon Magsaysay Award, widely regarded as Asia’s equivalent of the Nobel Prize, thereby cementing her place as one of the world’s most impactful social entrepreneurs. Under Safeena’s leadership, Educate Girls has pioneered innovative models that harness the power of community volunteering, most notably through its Team Balika network of over 23,000 community champions who have helped enrol over 2 million out-of-school girls and improve learning outcomes for more than 2.4 million children since its inception. She also spearheaded the world’s first Development Impact Bond in education and led the organisation to become Asia’s first TED Audacious Project. Drawing on her lived experience, Safeena brings a deep understanding of the challenges faced by marginalised communities. Her vision for the next decade is to empower 10 million learners through scalable, community-driven solutions grounded in volunteerism, participation, and equity. “I have never met a girl who said to me I want to stay at home. I want to graze the cattle. I want to look after my siblings. I want to be a child bride. Every single girl I meet wants to go to school.” Safeena Husain, Founder, Educate Girls

Our Students Stories Matter

By Stefani Tieri Georges • April 17, 2026
In the words of Sydney J. Harris, “The whole purpose of education is to turn mirrors into windows.” Few stories illustrate this truth more clearly than that of Ricardinio, a resilient young boy whose life was reshaped by learning, creativity, and compassionate support. Ricardinio is a displaced child living with HIV who once called the streets of Port au Prince home. When armed gangs overtook his neighbourhood, he was forced to flee, leaving behind everything familiar. The trauma of displacement, coupled with the daily realities of managing a chronic illness, left him navigating fear, uncertainty, and isolation. Everything changed when he gained access to the Resource Learning Centre at Cima Community School of Hope based in Limonade, Haïti. Within its safe walls, Ricardinio found stability, encouragement, and a sense of belonging that had been missing for far too long. The centre became more than a place of academic support; it became a catalyst for his healing. There, he discovered a surprising and transformative passion: drawing. What began as a quiet pastime soon unfolded into a powerful means of expression. Art offered him peace where chaos once lived, and possibility where hope had been fading. With guidance from mentors and access to materials he had never had before, Ricardinio started to see a future shaped not by loss, but by talent and imagination. Ricardinio learned to sew, paint and a new language, English. He made the outfit he is wearing in the photo below for a recent fashion show. His journey reminds us that for many young people, particularly those facing profound health or social challenges, that education is far more than curriculum. It is a lifeline to identity, purpose, and renewed hope. When a learning space nurtures the whole child, it turns windows toward new horizons, ensuring that even in the most difficult circumstances, every learner can envision a brighter future. BY STEFANI TIERI GEORGES Programme and Strategy Manager Sonje Ayiti, Limonade Haiti.

How do we Ensure Education is Inclusive and Reaches Marginalised Groups?

By Professor Nira Chamberlain • April 15, 2026
Growing up in 1970s and 80s Britain, son of Jamaican immigrants, all I cared about was mathematics, mathematics and mathematics. I didn’t see the need for black role models; all I cared about was numbers. Then I reached teenage years, the opportunity to enter the educational community was not the same for people of my colour. I was being directed to become a boxer not a mathematician. A generation later my son was being pushed in the direction of singing, not a career in STEM. My story is not unique and there are many other marginalised groups. Creating an education system that genuinely includes marginalised groups isn’t just a moral imperative — it’s a practical one. When people are excluded, societies lose talent, creativity, and economic potential. So what can be done? Here are seven starters for ten: 1. Remove Barriers to Access Many marginalised learners are excluded long before they reach a classroom. Key Strategies: Eliminate financial barriers: scholarships, free school meals, subsidised transport, no-fee schooling. Provide flexible learning options: evening classes, community-based learning, mobile schools for nomadic groups. Invest in infrastructure: safe buildings, accessible facilities for disabled learners, and reliable internet in rural areas. 2. Make Learning Culturally Relevant Education becomes inclusive when learners see themselves reflected in it. What this looks like: Curriculum that includes diverse histories, languages, and perspectives. Teaching materials that avoid stereotypes and represent all groups. Community involvement in designing educational programs. Don’t just consider the marginalised groups at certain special events, but all year round. 3. Train and Support Teachers Teachers are the frontline of inclusion. Effective Approaches: Training in inclusive pedagogy and unconscious bias. Recruiting teachers from marginalised communities. Providing classroom assistants or specialists (e.g., sign language interpreters). Get teachers to be seconded in diverse areas, so they can grow to learn and appreciate different cultures. 4. Use Technology Thoughtfully, technology can widen access — or deepen inequality if used poorly. Inclusive Uses of Technology: Low-bandwidth digital learning tools for remote areas. Assistive technologies for learners with disabilities. Online platforms that allow flexible pacing and personalised learning. Keep Libraries open so that marginalised communities can access the digital world. 5. Strengthen Policies and Accountability Inclusion doesn’t happen by accident; it needs structure. I have written a paper called treating EDI as a Science Problem. It introduces Chamberlain’s Law that states this “If all things are equal what numbers do we expect to see?” On this basis, we should be able to consider things such as Anti-discrimination laws in education. Data collection on who is being left out and why. Funding formulas that allocate more resources to disadvantaged schools. 6. Engage Families and Communities There are examples where marginalised groups distrust institutions for good historical reasons. These are some of the ways to build trust: Community-led outreach programs. Parent education initiatives. Schools are partnering with local leaders, NGOs, and cultural organisations. 7. Support Learners Beyond Academics Barriers to education are often social, emotional, or economic. Holistic support: Mental health services. School meals and health checks. Safe transport and anti-bullying programs. In conclusion, these points are not comprehensive or exhaustive. However, it is a benefit to us all when education is for all. BY PROFESSOR NIRA CHAMBERLAIN OBE FIMA FORS CSci PhD HonDSc DUniv 1st AtkinsRéalis Technical Fellow for Mathematical Modelling AtkinsRéalis, Six Mathematical Doctorates. Mathematics Professor. Founder of the Black Heroes of Mathematics Conference. Science Communicator