Sierra Leone Positive Periods

Introduction 

The Foundation has been working with teachers and educators in The Gambia and Sierra Leone over the past 2 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.

Here is an update on progress in Sierra Leone.

The recent training in August is part of the Positive Periods Program to train Home Economics and Health Science teachers in the preparation of reusable sanitary pads for school girls. It is part of the efforts to support girls in reducing the 50 days of absenteeism they often experience due to their menstruation. Girls in many parts of Sierra Leone are faced with numerous challenges in taking care of their menstruation which leads to absenteeism, lack of adequate period pads results in the use of materials that could lead to infection which endangers their health.  

Successes


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 does not stop altogether.


On the day of the most recent training, 15 teachers from 6 schools in Makeni, participated actively in the training exercises in a safe and socially distanced class. They were trained in using both their hands and sewing machines to ensure that they help girls in their various schools in preparing the sanitary pads themselves. The teachers expressed delight on the refresher training as some teachers who were initially trained in their schools had left for other jobs and new teachers have been recruited, calling them to a training when government has issued a statement on the reopening of school in October this year was seen to them as a welcoming news.

Comparative benefits of the reusable sanitary pads for girls (Impacts of reusable pads)


During the training, it was estimated that preparing ten (10) set of pads cost less than £ 1 which is around Le 10,000 and could be used for minimum six (6) months if prepared well which means a girl and her family could save a minimum of £ 5 around Le 50,000 within that period instead of buying pads which is seen as a burden among poor households and those who could not afford tend to stay at home within their menstrual periods contributing significantly to absenteeism among girls.


The teachers also received training in menstrual health best practice so they can support girls who have health issues.


Teachers told us that the main benefits of the reusable pads are:


  • Cost Effective for girls and women.
  • The pads can be washed and reused.
  • The pads are environmentally friendly.
  • Increases girl’s confidence in themselves as they can make them for themselves.
  • Accessible to everyone.


Feedback from teachers on the Day


Hassan. S. Kamara: “This is a concept that change the narrative of what we call a community self-project which empowers students, teacher and community women. I will continue to give the coordinator the support and I believe this training should take place every month until all girls have had the opportunity”.


Haja Z Tarawallie: “The disposable pads are expensive, can also cause health problem because of the chemical they use to prepare it. The Reusable sanitary pads are affordable, it can protect the environment and help to retain our girls in school”


Lucinda M. Mansaray: “The reusable sanitary pads are useful for both students and community women. They can sit comfortably and make pads and share the learning with their sisters and friends”.


Mariatu Sesay: “I will make sure I educate the community women on this reusable sanitary pads making”.


Ibrahim S. Sesay: “As a male teacher and also a father, this reusable pad is very helpful it has lessened the burden on buying the disposable pads monthly because my wife is now using it. I will also help to educate other girls and women”.


Ahmed S Faroh: “we all have a responsibility to support girls school by way of supporting them with the skills and knowledge by creating a safe environment for their personal hygiene and reduce their 50 days’ absenteeism”

Isata M Kamara - Project Manager Sierra Leone • September 1, 2020
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‘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