Blue and Red States Introduce Period Products in Schools Amidst Anti-Trans Backlash

This story was originally published by The 19th.

In recent years, a challenging issue known as “period poverty” has garnered bipartisan support across the United States. Since approximately 2016, legislators from states like California to Alabama have focused on ensuring menstrual products are accessible in public spaces, particularly in schools. Advocates argue that lack of access often results in students missing school days. With menstrual supplies costing upwards of $20 per cycle, those experiencing period poverty—primarily Black and Latinx communities—often struggle to afford these essentials.

Prior to the legislative push, many school nurses acted as the primary source for menstrual products, often paying out-of-pocket. Lawmakers argued that schools should provide these resources as a fundamental right for students. This movement initially received widespread support, bridging political divides.

However, a shift occurred as anti-transgender legislation gained traction in state capitols. While period poverty bills were once universally endorsed, they are increasingly viewed through a partisan lens. Critics claim that these bills pose a threat to girls by allowing trans and nonbinary students access to facilities that align with their gender identity.

Rashanna Lee from the Equality Federation noted that bathrooms are being incorrectly politicized, transforming them into spaces where fears about trans people are projected. As this tension grew, legislators began to modify bills to cater to these concerns, often retreating from gender inclusivity.

For example, in Minnesota, Vice Presidential nominee Tim Walz faced backlash for signing a measure that allowed menstrual products in restrooms designated for all menstruating students. Opponents labeled him “Tampon Tim,” a title embraced by some Democrats as a rallying cry.

Unfounded claims, such as those from Rep. Marjorie Taylor Greene, connected the nationwide tampon shortage to the presence of trans students, blaming them for a situation exacerbated by pandemic supply chain issues. Skeptics of these narratives argue that they misrepresent the situation and weaponize language surrounding sex discrimination.

Many legislators have adjusted bills to explicitly state that only “female students” should receive menstrual products, making them less accessible to trans and nonbinary students. States like Idaho have taken these efforts further, with explicit language banning such products from male restrooms.

During debates in Idaho, Rep. Rod Furniss voiced his surprise at the realities of menstruation, drawing attention to the lack of awareness among some lawmakers regarding the basic needs of menstruating individuals. The bill failed to pass in a split vote, reflecting the growing complexity of these discussions.

Activists like Shiwali Patel from the National Women’s Law Center argue that such arguments mask discrimination. The connection between menstrual equity and LGBTQ+ rights has become evident, with calls for an integrated approach to advocacy gaining momentum.

Frustrating encounters, such as a Kansas legislator mistaking tampons for candy, illustrate the pressing need for education on menstruation among lawmakers. Such moments highlight the challenges advocates face in normalizing discussions around period health and access.

As the dialogue evolves, data supporting the need for menstrual products remains compelling. A study in St. Louis found that a significant percentage of low-income women struggle to afford such supplies, illustrating the depth of period poverty. Additionally, many students report missing school days due to lack of access to these products.

Despite recent backlash, advocates continue to push for necessary changes and to remind stakeholders that issues of menstruation are intertwined with broader themes of equity and access. As periods become politicized, ensuring that all students receive the resources they need remains critical.

In South Florida, activist Ashley Eubanks Johnson has dedicated years to distributing hygiene products in schools, facing significant resistance from local officials who overlook the need for such provisions. Her experiences emphasize the ongoing struggle to destigmatize menstruation and ensure access, regardless of students’ gender identities.

This narrative of access to menstrual products reflects broader societal tensions around gender and equity. It raises crucial questions about how healthcare and educational needs are prioritized in legislative agendas amid evolving cultural contexts.