Period poverty: understanding the hidden struggles of young women in Luton

Healthwatch Luton explored period poverty as part of a programme of work on women's health.  They undertook focus groups with around 30 young women at Luton Sixth Form College.

Nearly 1 in 5 students reported missing school or college due to a lack of access to period products. Others described feeling distracted, anxious, or unprepared during lessons, which affected their ability to participate and engage fully.

Although 57% of students had accessed college-based supplies, none were aware of local council schemes, food bank support, or national initiatives like Pick Up My Period. The gap in signposting and outreach left students reliant on a single point of provision.

Embarrassment was a recurring theme. Some students avoided asking for help altogether, even when it was available, particularly at the start of the academic year. The packaging of products (e.g. brown paper bags) sometimes amplified discomfort.

Many students pointed out that their circumstances changed throughout the year—due to shifts at home, financial insecurity, or health challenges—yet product access was only discussed once, at the start of term.

Students from Bangladeshi, Pakistani, and African backgrounds shared that menstruation was rarely spoken about at home. Some noted that older family members struggled with language barriers, making it harder to advocate for or access help.

Several participants said they had not received any meaningful education on periods beyond basic biological explanations. There was confusion about what products to use, how often to change them, or how to manage menstruation during health conditions.

A small number of students admitted to using toilet paper, socks, or old clothes during their periods when they couldn’t access products. This highlights the real and immediate consequences of period poverty on hygiene and dignity.

Students wanted easier, stigma-free access to products throughout the year—ideally without having to ask. Suggestions included making supplies available in toilets or at reception areas without formal requests.

While students felt able to approach certain staff for support, they stressed that this depended heavily on individual relationships and wasn’t always reliable. The offer of help needed to be proactive and normalised across the setting.