How does Project Dignity work?
Supported by The Fund, Project Dignity is a student-led initiative that transforms passion into policy. While some school districts have policies that mandate free menstrual products in secondary school restrooms, a critical gap remains: many local school districts have yet to adopt such policies.
Project Dignity steps into that gap, demystifying the inner workings of public-school governance and equipping students with the tools to advocate for systemic change. By championing these policies in their own districts, student advocates drive a direct, tangible impact that elevates dignity and equity for themselves and their peers. Project Dignity delivers immediate community impact while building the civic leaders of tomorrow.
Where Do We Start? Education!
Students learn all about school boards – how and when they are elected, what their role is, what the superintendent’s role is, and how governance versus management is important.
They then learn all about their specific district – who their board members are, how to find their district’s policies, when school board meetings are, and all about committee meetings (where the real conversations are had).
How long is a school
board member's term?
4 years
What 3 things are school board members responsible for?
Policy, Budget & Superintendent
How often are
school board elections?
Every 2 years
Are your school board members "at-large" or regional?
Depends on school district
**It is so important for students to learn what is above and more to ensure a meaningful foundation for their advocacy work**
Why are we advocating for policy?
Simple. Procedures do not HAVE to be followed – but policy does.
While daily procedures and informal practices often fluctuate based on the personal preferences of whoever is currently in charge, formal policy acts as an institutional anchor.
Enacting a clear policy dramatically increases long-term compliance, ensuring that critical standards are met consistently - rather than being ignored or forgotten when someone chooses not to comply.
What comes next?... Planning
With assistance, students plan their strategy for advocating for a policy. They create a draft policy to propose, and determine who is appropriate to reach out to (this will vary by district and based on how committees operate in each district).
Planning for each group looks different – this is common with advocacy as there are so many variables that are outside our control. We learn how to take in new information and update our plans, to be flexible based on responses, and how to change as change is needed.
The Process Begins ... Communication
Through a series of email communications, attending meetings, and commenting at public meetings, students engage with the process of passing policy at the local level. Each cohort’s process looks different as the nuance between districts requires students to act and respond differently.
Success... What does it look like?
For The Fund, there are two goals within this program:
#1:
Menstruating students do not miss educational time due to lack of access to menstrual hygiene products. Gender equity in education requires removing potential barriers, such as the high cost of products, to ensure that all students can meaningfully participate in school and have access to the opportunities that education can provide.
#2:
Beyond the immediate goal, the initiative cultivates essential life skills: persuasive communication, professional writing, self-advocacy, collaboration, and a profound sense of self-esteem and empowerment. While these interpersonal tools are often treated as afterthoughts, they are absolutely critical for long-term success. The core mission is to empower students with the realization that they have both the voice and the tangible skills necessary to drive meaningful, systemic change in their own communities.
Responding in Real Time:
Each Cohort is Different
Critical to the success of this work is recognizing that no two student cohorts - much like people, are identical. Each school district possesses unique nuances, and every group of students requires a distinct framework of support. The program intentionally accounts for diverse student groups, carefully considering factors such as socioeconomic status, language proficiency, and academic needs. By creating tailored support directly into the program, the initiative leverages individual strengths and bridges gaps in experience, ensuring that every student can participate and thrive, regardless of their background.