In Hawassa City, Ethiopia, staying in school is a combination of barriers that reinforce one another. Before the project began, “girls faced barriers including menstrual hygiene challenges, domestic workload, risk of violence, low academic performance, and lack of confidence,” explains Meaza Woubishet, Executive Director of Joy Development Organization.
With support from the IGNITE consortium, Joy Development Organization (JDO) designed an approach that addressed these challenges together. “Girls’ education challenges are interconnected, and addressing only one barrier would not create lasting change,” Ms Woubishet emphasizes. “We combined menstrual hygiene support, tutorial classes, gender-based violence (GBV) prevention, and self-defense skills to empower girls holistically.” This integrated model translated into tangible change on the ground.
Holistic Approach to Girls’ Absenteeism
30 Teachers were trained in inclusive and gender-sensitive approaches, shifting how classrooms functioned. 300 girls received academic tutoring, improving both their performance and confidence. And through targeted support on menstrual health, including training teachers to produce reusable sanitary pads, attendance barriers that had long been normalized began to disappear.
The impact was immediate and visible. “Girls who were often absent due to menstruation and domestic responsibilities became more confident and attended school regularly,” Ms Woubishet notes. “Tutorial support also helped low-achieving girls improve their participation and performance.” Beyond improving academic outcomes, the project reshaped how girls saw themselves. Increased confidence, stronger participation, and a sense of belonging began to replace disengagement and silence.
At the same time, change extended beyond students. “Schools and education stakeholders are increasingly recognizing the need to address practical, social, and protection barriers,” the head of JDO explains. “Teachers are becoming more supportive of vulnerable and low-performing students.”
One of the most significant turning points came when the Hawassa City Education Department recognized the value of one of the project’s most practical solutions: training teachers to produce reusable sanitary pads within schools. “It was a strong recognition that locally produced reusable sanitary pads can improve girls’ school attendance and promote sustainable solutions,” said Meaza Woubishet. “It showed that this approach could be integrated into the education system.”
What began as a targeted intervention with 15 volunteer teachers in nine schools demonstrated its impact, not only by reducing absenteeism among girls, but by offering a sustainable, locally adaptable solution.
The Foundation for Lasting Change
In April 2026, the Hawassa City Education Department formally adopted this class into its programming. This marked a critical shift from pilot initiative to system-level change. By integrating a locally tested solution into the public education system, the city is now ensuring that this approach can be sustained, scaled, and owned by local institutions.
IGNITE’s support played a critical role in enabling this process. “IGNITE strengthened our capacity to use research evidence, test practical solutions, and transform findings into actions that directly support girls’ education and inclusion,” Ms Woubishet explains.
While the results to date are encouraging, the long-term vision is even more ambitious. If expanded and sustained, this approach could reshape the educational trajectory of thousands of girls. “We expect improved attendance, retention, confidence, and academic performance. More girls will complete their education in a safe and supportive environment.”
Achieving this will require continued effort: stronger policies, sustained resources, trained educators, and deeper community engagement and the foundation is already in place. “Every girl deserves the opportunity to learn, feel safe, and succeed,” Woubishet affirms, “and removing barriers is the first step toward achieving that future.”
