Teaching students how to make reusable pads highlighted how deeply linked menstrual health and education are in my community. Girls in my community stop at nothing to learn and take charge of their futures.
Last year, during my Fellowship Programme with Malala Fund, I had the opportunity to carry out a project close to my heart. I trained 100 girls from two secondary schools in my community on how to make reusable pads. At first, it might seem unusual to connect reusable pads with education, but in my community, the two are deeply linked.
In many households, the high cost of menstrual pads means that girls often stay at home during their monthly cycle, missing school. Their parents cannot afford to buy pads every month, and without proper materials, girls feel too uncomfortable to attend school. Missing just a few days each month quickly adds up. Before long, many girls fall behind or even drop out. Some even resort to using unhygienic ways to protect themselves during their cycle, increasing their chances of infections and other health issues.
I wanted to change that. Through my project, I worked with girls to teach them how to make reusable pads using affordable and easy-to-find materials — like synthetic leather, cotton towels, washing soap and soft gum —that could last for months. The training was practical, hands-on and designed not just to give them a solution, but a skill they could use for life. I made sure to provide each of the schools I trained with sewing machines and reusable pad materials that could be used by all girls to make their own pads.
The impact was immediate. I still remember how their faces lit up when they realised they could make something so useful with their own hands. One girl told me she felt “free” knowing she would no longer have to miss school because of her period. Another said she planned to teach her younger sisters and her mother, so the knowledge would continue to spread. A head teacher from another school also reached out to me, requesting that the girls in his school be trained because he believes this will help the girls stay in school.
This experience was a reminder that education is not only about textbooks and exams. It is also about equipping girls with the tools and confidence they need to overcome the challenges that stand in the way of their learning. A girl who learns a skill is not only solving a problem for herself, but she also gains the power to uplift others in her family and community.
But projects like this cannot stop with one person or one community. If we want more girls to stay in school and thrive, we need to invest in innovative solutions like these: programmes that combine education with practical skills and address the real barriers girls face. When resources are available, these ideas can grow and reach many more girls who are eager to learn.
Today, through my work with Bridge Connect Africa Initiative, my focus has expanded to advocating for increased education financing that meets the specific needs of girls. We work to ensure that funding is directed towards addressing the issues that keep girls out of school, from menstrual hygiene and safe learning spaces, to teacher training and community engagement. Because when resources reach the girls who need them most, we not only remove barriers like the cost of pads, but we also create an environment where every girl can stay in school, learn and thrive.
Through our advocacy efforts at Bridge Connect, the Gender Responsive Education Budgeting Framework — a landmark tool designed to embed gender equity in education financing in Kano State has been successfully validated and adopted. This achievement is a reminder that change is possible when youth advocates, communities and decision-makers work hand in hand to prioritise girls’ education.
Girls truly stop at nothing to learn. But they should not have to do it alone. By resourcing and supporting initiatives like the reusable pad project, we can ensure that no girl has to choose between her education and her dignity.
