Positive Periods, Girls And Education
Salimatu S Koroma gender desk officer Sierra Leone Teachers Union (SLTU).
After a decade long civil war, Sierra Leone witnessed an
unprecedented surge in school enrolment at both the primary
and then the secondary levels.
Committed to the Education for All objectives, the Government
of Sierra Leone, further encouraged access to school. The main
task included reaching the out of school children and improving
the quality of the learning environment and ultimately the
learning outcomes. The needs of the poor, as well as the
elimination of disparities between urban and rural areas and
between boys and girls attending school was of paramount
importance to all, including the Sierra Leone Teachers Union.
We all know that menstruation can often be challenging for girls.
Girls are very concerned about the problems of leaks, stains and
odour during menstruation. These can have a negative impact
and as such stop them from coming to school when they are
unable to access adequate period products.
Many girls do not have a place to dispose of the readymade
sanitary pads in their school toilets so they devise other
strategies; some flush them or stay at home during their periods.
The Government has established policies protecting girls’ rights
to education, although current education and health policies do
not yet specifically address menstrual hygiene.
Research has shown that the onset of menstruation presents
several challenges. Girls report experiencing stress, shame,
embarrassment, confusion and fear due to a lack of knowledge
and inability to manage menstrual flow or from being teased
by peers. These challenges negatively impact girls’ learning
experiences and result in absenteeism, decreased school
participation and falling behind in courses. Girls face these
challenges due to poor menstruation related knowledge and
insufficient access to menstrual materials.
I must first of all commend the Steve Sinnott Foundation for their initiative to address current deficits in girls’ and adolescents’ menstrual management through the Positive Periods Programme.
The three effective trainings of Home Economics teachers we have conducted have focused on health and education and the making of reusable menstrual pads. In our experience we have found that the quality of modern menstrual pads available in Sierra Leone is not effective because they are not absorbent enough. They cannot absorb the leakage properly. I say this because I have experienced this for many years. I have never used any menstrual pad but modern menstrual pads. I always doubled them before going out to avoid embarrassment or shame in public. The pain and discomfort I experienced during these periods was unbearable.
Reusable pads have a cotton or towel liner that prevents any sticking or overflow. Even though they have no super absorbents, they capture and contain your flow. You feel comfortable when you have them on, and they do not leak. They are safe. Reusable pads are the best for girls and women as well as for the environment.
From Engage issue 20.
SALIMATU S KOROMA • October 20, 2021
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.
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.
‘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
