Positive Environmental Impact of our Positive Period Project in Sierra Leone

In 2019, we set up our Positive Periods project in Sierra Leone. It is a sustainable solution to the need for menstruation protection products and health education that is accessible to all, including women and girls in remote areas with low income. By learning to make re-usable period pads from local materials, and tackling the stigma attached to periods through education, communities in Sierra Leone can share their knowledge and empower women and girls to take control of their lives. Girls can miss up to a quarter of their school education because they don’t have an adequate way of managing their periods, and are often told to stay at home during menstruation.

 

 

The Environmental Impact of Periods


Another very significant challenge is that for those who can afford shop bought disposable sanitary protection there is no way to properly dispose of these pads and they can end up in open landfill areas near to habitation and ultimately cause a health concern. Disposable pads do not disintegrate. Most menstrual pads are made from 90% plastic. It takes nearly 500-800 years for one sanitary pad to decompose as the sanitary pad's plastic is non-biodegradable. They also contain super-absorbent polymers (SAP), which don't decompose. They gradually break down into what are known as micro-plastics, which contaminate soil, water and air. They also enter the food chain injecting toxins into the food humans and animals consume.

 

There is also a huge carbon footprint that goes into making these products. Sanitary pads contain volatile organic compounds and phthalates and, according to a new study, continued, long-term exposure to these, a significant amount of these harmful chemicals could be absorbed into the body. Women around the world are concerned about the products they use and this is the case in Sierra Leone, we have interviewed many women who do not want to use disposable sanitary pads for this reason alone, not just the cost.




The aims of the Positive Periods Project


In an interview with Isata, the coordinator of the project, we wanted to explore life for women and girls before the Positive Periods Project.


Similarly to many countries, Sierra Leone suffers from an unequal literacy rate gap between their male and female citizens: in 2018, male literacy rates were 51.65% while female literacy rates were only 34.85%. This divide is a result of a range of factors including teen pregnancies, attitudes towards girls education, gender equality, access to health education and even the distances of schools from homes. 


During the interview with Isata regarding life before the project, she explained that the embarrassment and taboo of menstruation and the development of female bodies also aided the lack attendance of girls to school. The fear of bleeding in class and the responses from not only their male peers but also their teachers, leads to girls to opting to stay at home, and in many instances, they are asked to stay home when menstruating.


One of the aims of the Positive Periods Project is to teach girls, women, boys and men how to make sustainable, re-usable period pads from local materials, to reduce the cost and the waste caused by disposable pads. This ensures that girls will always have access to period pads when they need them during menstruation because they can make them themselves.


Importantly the other aim of the project is to educate both men and women about gender equality, women’s health and development, and help remove the taboo around menstruation and the development of female bodies, to create a more excepting and fairer environment for both girls and women. This project has also been extended in some schools to include Gender Based Violence awareness and prevention training for teachers, and sexual health education and awareness for girls.



Implementation of the Project


During the interview with Isata, she reflected on how initially it was difficult to get schools to comply with the project. Factors such as limited government funding and the ingrained taboo towards women’s health among the communities contributed to this difficulty. To overcome these initial challenges Istata understood that the way to encourage people to engage is to ‘deliver with passion’. This was how she was able to get people to listen and make them aware aware of the importance of this situation, not only sustainable period products, but also women’s health, education and wellbeing. Those involved must truly believe it and teach with emotion.


The Steve Sinnott Foundation has launched the PPP in different areas of the globe and each community adapts it to fit their needs, their local circumstances and national issues. Within Sierra Leone, the types of volunteers, the specific needs of the teachers and the girls Isata talked to in the schools, along with the affordable materials they had access to, helped develop the project in the direction it needed to go to suit the specific needs of the recipients.


During the global Coronavirus pandemic the number of volunteers and access to materials decreased. Despite this, the project managed to persevere due to the prior training of teachers conducted before.


The training process for the project started with winning over the headteachers of 15 schools in 4 regions of Sierra Leone. This led to two teachers from each school, being invited to the workshop where they were taught how to make the re-usable period pads, and taught by psychologists and economists about womens health and the economic and environmental impacts of the project.


During the interview Isata emphasised that it was important that both male and female teachers were included in the workshop to break the taboo around womens’ health and bodies, to promote gender equality.





Results of the Project


Following the start-up of the Positive Period Project in Sierra Leone in 2019, Isata has recorded the influential changes that are currently being seen as a result.


To ensure the teacher training workshops are successful, teachers had to evidence that they would be able to pass on what they had learnt to the other teachers in their schools and to their students. In this way the training is cascaded down through the communities. Isata is then able to visit these schools to follow up and make sure that the training has been passed on and the girls are benefiting from this, and running additional workshops with pupils at school. She explained that other organisations had made the mistake of offering training, but not following up, so in many cases the training was not passed on and there was limited benefit. Working with The Steve Sinnott Foundation she was able to convey this concern and we made sure that following up was an integral part of the project.


Isata has been able to overcome the initial resistance and connect to the communities in Sierra Leone. She has been able to help the teachers to overcome the challenges they have faced in cascading the training down through their communities and make sure that the knowledge is passed on. In this way she has seen the numbers of girls benefiting from this work increase to an estimated 5 thousand in the three years that it has been running.


Overall, the project has been a success with Sierra Leone. Girls are now more willing to go to school during menstruation, they feel safer knowing that their teachers understand and are supporting them to do this. In many schools there are now reporting systems in place for girls to use if they feel unsafe or threatened as their bodies change and gain the attention of boys and men in their communities and school. As they become less embarrassed about menstruation and their bodies, and more aware of their rights and how to access them, girls are changing their attitude and expectations. This results in male teachers and students changing their mindsets towards women and girls, their health and menstruation.


One more outcome of the project is that women and girls are seeing the economic opportunity for themselves too. Some are acting on the potential to create an income from selling the re-usable pads they are making, and that offers them more independence and self-reliance too.





The Future of the project


After two years of the Positive Period Project running in Sierra Leone Isata has some big plans on how to develop this to ensure that it reaches more than the four regions that it is currently targeting.


Ideas on the expansion of the project in Sierra Leone include creating centres where women can access the materials necessary to create their own period pads, and information around womens’ health, pregnancy and gender equality, instead of only targeting schools. This could become an entrepreneurial venture to help women earn their own income, from learning how to make re-usable pads and how to run their own entrepreneurial enterprise. This was inspired by the pandemic when many started profiting from making sustainable masks to sell.


To support this next chapter, Isata needs more sewing machines for each local area, or centre. To create pads on a larger scale, more materials are needed, and tools such as scissors and clips. They also face other challenges including the lack of funding, which limits each school workshop to 30 children rather than 150, and the limited amount of material resulting in teachers expecting this to be provided with their training, all need to be resolved before the expansion of the overall project.





What next?


With the success of the Positive Period Project in Sierra Leone, The Gambia, Cuba and Haiti, we are aiming to enable more countries to benefit from this project.


It benefits women and girls in an economic way, enables them to access their education and not have to take time off, but as well as that, it benefits the environment. This is a win win project, benefiting women and the environment, which ultimately benefits the whole human race and opens up the future prospects for the entire planet.

 

Who knows, with an estimated 2 billion menstrual items being flushed down Britain's toilets each year, maybe women and girls in the UK would like to be involved in this benefit too. Exploratory workshops run here were successful and opened up the conversation around period poverty in wealthier countries, as well as women’s commitment to a more environmentally friendly way of managing our periods.





You can support our Positive Periods Project here


Steve Sinnott • November 8, 2021

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

The Transformative Power of Education

By Ed Harlow • April 13, 2026
I have always been a believer in the transformative power of education. Education can never be seen solely as a didactic pursuit. It is in many ways an act of love. Helping children to carve out their own place in the world and to understand the complexities of culture, society, history, and anthropology. Education becomes especially vital in times of conflict and unrest. When societies are divided by violence, political instability, or deep social tensions, education offers one of the most powerful tools for rebuilding communities and creating a more peaceful future. Schools are not only places where children learn academic subjects; they must be environments where values, perspectives, and skills are formed. In periods of crisis, the role of education expands beyond knowledge transmission to include fostering tolerance and equipping them with critical thinking skills that allow them to navigate complex realities. One of the most important functions of education during conflict is the promotion of tolerance and mutual understanding. Conflict often arises from fear, misunderstanding, and deeply rooted prejudices between groups. When children grow up hearing only one narrative about others, divisions can become stronger over time. Education can counteract this by exposing students to different cultures, histories, and viewpoints. Through inclusive curricula and classroom discussions, children can learn that diversity is not a threat but a natural and valuable part of human society. Teaching empathy and respect helps young people see beyond stereotypes and recognise the shared humanity in others. In the long term, these attitudes can reduce the likelihood that future generations will repeat cycles of hostility. We can see in conflict zones now that there is often a parallel battle in schools for control of the narrative. Arguments over textbooks in Palestine, for example, are longstanding with different cultural interpretations of certain themes or even individual words or pictures being used to justify political ends. Conflict can create feelings of fear, confusion, and powerlessness, particularly for young people. Schools can provide a sense of stability and normality when much of life feels unpredictable. In addition to this emotional support, education helps students understand the social, political, and historical forces shaping their circumstances. By learning about how societies function, how conflicts arise, and how they can be resolved, children gain a clearer sense of their role as members of a community and as citizens. This understanding empowers them to imagine a future beyond the conflict they are experiencing and to see themselves as participants in rebuilding their societies. Another key aspect of education in times of unrest is the development of critical thinking skills. In environments marked by propaganda, misinformation, and polarised narratives, the ability to evaluate information carefully becomes essential. This is especially vital in the modern world with the proliferation of social media, citizen journalism, and algorithms which are designed to reinforce and amplify the worldview of the user or to promote violent or extreme material. Children and young people who learn how to question sources, analyse arguments, and consider multiple perspectives are far less likely to be manipulated by extremist ideologies or false information. Critical thinking allows individuals to move beyond simplistic explanations and to recognise the complexity of social and political issues. This skill is crucial not only for personal decision-making but also for the health of democracy. Furthermore, critical thinking encourages dialogue rather than division. When students learn to examine ideas thoughtfully and listen to differing opinions, they become more capable of engaging in constructive discussions. This ability is particularly important in post-conflict societies where reconciliation and cooperation are necessary for long-term peace. Instead of reacting with hostility to disagreement, educated individuals are more likely to seek understanding and compromise. We must build education systems with this in mind. Many curricula and systems have focused on standards and testing to the detriment of true critical thinking. With the rapid onset of AI and the proliferation of algorithm-driven information access, it is more vital than ever that critical thinking, media literacy, social skills, and dialogue are placed at the heart of education and schools. While education alone cannot resolve every conflict, it lays the intellectual and moral foundations that make lasting peace possible. Investing in education during difficult times is not only an investment in individual development but also in the stability and future of entire communities.  BY ED HARLOW NEU PRESIDENT (1ST JANUARY 2026 – 31ST DECEMBER 2026) Ed has been a secondary music teacher and head of department at Highgate Wood School in London for nearly 20 years. Elected to the National Executive in 2021, and as Junior Vice-President in 2024, he has helped shape policy, taking a particular interest in restoring the arts and creative subjects in the Curriculum.