“How are you supposed to learn or take notes or pay any attention to anything a teacher says if you’re distracted by your body? Like, it’s very unfair and unreasonable.” – Myesha Khan, 7th grade

     In an educational landscape where every minute counts, the 5-star bathroom pass system has proven to be more of a hindrance than a solution at Fallon. With only 25 students allowed to visit the restroom at a time, a strict 7-minute time limit, and a cap of 3 visits per day, this well-intentioned but flawed approach is causing disruptions and affecting students’ ability to focus on their studies.

     The concept behind the 5-star bathroom pass system was to deter vandalism and promote a more controlled environment to stop students from skipping class. However, in practice, its limitations create a counterproductive and often stressful situation for students. The current system is hardly adequate for a school with a population of approximately 1600 students. 

     When asked what the worst part of the 5-star system was, Mrs. Trina English, a 6th-grade core teacher, founder of the FMS DEI Council, and advisor for the Girl Up Feminist Student Union, stated, “The final rule of only five students can use a pass at one time is never going to work because girls who need to go to the bathroom to change out their period care products are…being told they cannot go. So honoring the humanity of the kids not constantly reacting to every issue with a disciplinary, punitive approach…is actually infringing on the civil rights of the girls on campus.”

     One of the most significant problems with this system is the frequent disruptions it causes, with only twenty-five students allowed in the bathroom at once, out of almost 1600; many times, students get rejected from being able to go, causing focus to be lost and stress to occur. This, in turn, disrupts the teacher’s flow and wastes valuable instructional time. Furthermore, the system can increase stress and anxiety for students who need more than seven minutes to address their biological needs rather than preventing vandalism and finding an equitable approach to knowing where students are at all times. Also, during their menstrual cycle, some girls may require extra time and consideration, especially in crucial situations where they could be at risk of leakage or discomfort due to their period, and the current system does not consider these factors.

     When asked how the system would affect a girl’s learning, Sarah Bashton, an 8th grader at Fallon, said, “What if you don’t have a pad, right, and you need to go out? My substitute teacher in English got really mad at me because I was out for 15 minutes trying to find a pad in the bathrooms, and they didn’t have any.”

     Although the 5-star bathroom pass has limitations, some students believe it helps keep students in check and stops them from going to the bathroom just to meet with their friends. A 6th-grader named Ananya Sonpar said, “It’s more organized. I like it because…people like best friends can’t go to the bathroom together just to talk.” Although this could be true, the current numbers do not fit with the number and needs of students at Fallon.

     It’s clear that there is a need to rethink the current bathroom pass system. While maintaining restroom cleanliness and safety is essential, alternative approaches can be considered. For instance, increasing the number of passes issued at once could reduce stress for students and make most of the problem disappear. That would only be okay if menstrual products were always in bathrooms.  Additionally, a revised time limit of 10-14 minutes could alleviate the stress of students who feel rushed. Such changes would go a long way in improving the overall experience for everyone.

     The 5-star bathroom pass system, though introduced with the noble intention of curbing vandalism, has turned out to be a disruptor in the educational process. It affects the student’s ability to focus, disrupts classroom routines, and places unnecessary constraints on their basic needs. It’s crucial to revisit and improve the system, involving students, teachers, and administrators in discussions to find a better solution to ensure an equitable learning environment.