Students across the UK are voicing their frustrations over restrictive toilet access in schools, a situation that has led some to leave traditional education altogether. Holly is a smart, creative, musical student with autism, ADHD and sensory processing disorder. She became one of the thousands of individuals who are deeply impacted by these policies. In January 2024, she decided to go home-schooling after repeatedly being refused the right to use a bathroom during lessons.
Holly’s struggles highlight a broader issue faced by students at Bedwas High School, where the school’s renovation of toilets has resulted in designated facilities for different year groups. The stricter corrections were designed to compel a cleaner, more orderly appearance. Yet, in doing so, they have inadvertently constructed obstacles for students who require immediate access to restroom facilities. Holly had to deal with a lack of access to toilets during class. This new environment increased her stress and impacted her focus and ability to stay on track with her studies.
“Sometimes we would have to ask in front of the class and we would be denied, sometimes we would have to tell them why we needed to go to the toilet,” Holly shared.
The problem isn’t limited to just Holly’s situation. 17-year-old Bedwas High School student Erin has faced similar challenges when it comes to needing a toilet. She has had to deal with teachers scolding her for leaving class to go to the bathroom, especially when she is trying to figure out her menstrual health.
“When I’ve needed to go to change my period products, I’ve been refused. Because I really needed to go, I decided to speak out in class about why and ended up walking out and been told off,” Erin explained.
The students’ experiences are reflected in a recent UK-wide survey indicating that 65% of students cannot access toilets freely at school. According to the survey, 29% of students have to obtain permission from a teacher just to leave the classroom. This requirement creates a great deal of humiliation and stress for those students.
This lack of sufficient facilities and upkeep has caused some appalling conditions in which students have had to operate in. Holly remembered times that she and her friends were forced to “bleed through their underwear” because they were unable to access toilets. In one particularly humiliating incident, a friend “bled through onto a chair and had to do a walk of shame.”
“It was hugely embarrassing; you would toy with yourself [as to] whether you had the confidence to put up your hand and ask. It’s a big feeling of potential judgement.”
Even though she was lucky enough to get a toilet pass, Holly realized that an obstacle remained getting the access she needed, when she needed it. For her, the school bathrooms became essential safe spaces, where she could control her sensory input.
Erin pointed out that not all students are comfortable with having to make a loud announcement in class to excuse themself to the restroom.
“I am autistic, so the toilets were a space where I could regulate,” Holly stated.
All of this brings up larger questions about whether access to sanitary products—especially in schools—is sufficient. Erin explained, when students don’t have access to essential period products in bathrooms, they’re put in tough situations.
“Not everyone can raise their voice in class and say exactly why they need to go. And having to do this in front of teachers and boys in the class could be embarrassing,” Erin noted.
Cardiff council is doing its part to alleviate these fears. They’ve committed more than £1 million in their Period Dignity programme to provide appropriate facilities in all schools throughout the region. Yet Holly and Erin think that actions like these don’t go far enough. Their goal is to make sure all people have equitable access to restrooms and menstrual products.
“I don’t understand why period products can’t be in the toilets,” Holly remarked.
Jo Wallace, a supporter of student rights, spoke about the absurdity of new policy to detain and ban students for exercising their rights.
Wallace highlighted the negative effects these restrictions have on the physical and mental health of students, and their educational opportunities.
“I think it’s laziness because I think there are ways they could address issues without blocking [toilets] off,” she stated.
Schools continue to navigate those challenges, while adapting to the evolving needs of students with the logistics of facility, technology and facility space. It’s critical that all educational institutions pay attention to these students’ voices and lived experiences. Providing accessible toilet facilities may help remove a huge source of anxiety and improve the learning environment for all students.
“They need to realize it’s having a very detrimental effect,” Wallace concluded.
As schools continue to navigate the complexities of managing student needs alongside facility logistics, it remains crucial for educational institutions to consider the voices and experiences of their students. Ensuring accessible toilet facilities could alleviate significant anxiety and enhance learning opportunities for all students.
