Toolkit on hygiene, sanitation and water in schools (original) (raw)
School sanitation and student health status: a literature review
Journal of Public Health in Africa
Introduction. UNESCO 2019 said that Indonesia’s education has ranked 54 to 120 countries. The Sustainable Development Goals (SDGs) contain goals 4, target 4a, indicator 4.a.1. Quality education can be achieved with basic drinking water during school hours, basic sanitation facilities, and basic handwashing facilities. School sanitation is covered at targets 3, 4, and 6 of SDGs. The objective of this review is to identify school sanitation, determination of disease, and students’ health status-related school sanitation. Materials and Methods. This research was based primarily on a literature review. Boolean technic was used to define the keywords. The database used for the searching within these documents were School Sanitation, Health, and Students. Data were found from search engines PubMed, Science Direct, Springer, and Google scholar. The literature review of this search was done by the publication range 2019-2022. The search data were conducted on 8 October 2022, which Acquired ...
2020
Background: In Guinea, the incidence and prevalence of children in public primary schools to common disease, e.g., diarrhoeal, malaria, fever, etc. remained pretty high mainly because of the poor water, sanitation, and hygiene (WASH) conditions and practices. We aimed to evaluate the impacts of WASH conditions in and out of school, health education programs, and the behavioral determinants of pupils on the incidence and prevalence of children. Methods: A questionnaire was designed to collect necessary information on current hygiene conditions of all the studied primary schools, the WASH practices in and out of schools, and the incidence and prevalence of these pupils. The data were collected via a survey of the pupils (n = 1048) from ve public primary schools in the center of the city of N'Zerekore, Guinea between December 2018 and May 2019. Using a social survey (questionnaire survey), face-to-face interviews with the headmasters and the teachers of several selected schools, data collection was based on students' knowledge of hygiene practices associated with WASH, hand washing situations in and out of school. Results: It reveals that the WASH conditions in all ve schools are inadequate. The water access and quality in four schools over all the ve schools are greatly limited by the boreholes or unprotected dug wells. The scarcity of essential hygiene kits, especially in the latrines, disinclined the pupils to use the toilets in schools. The WASH and health educations are also invalid in all schools, and therefore the pupils were ineffectively in uenced to change their unhealthy WASH behaviors. Our data indicated that 100% (n = 1048) of pupils don't wash their hands with soap after defecation in school, and over 87.9% (n = 922) of students don't wash hands before eating. All the above determinants result in a high incidence and prevalence of children among these pupils, including malaria, typhoid, diarrhea, etc. Conclusion: To improve the WASH conditions and to change the pupils' unhealthy behaviors in the long term, some effective interventions including the provision of clean water and sanitation and hygiene infrastructure, as well as widespread and effective health education should be implemented. Background The burden of disease from inadequate drinking water, sanitation, and hygiene behaviors (WASH) remains a big challenge adversely impacting the health, education, welfare, and productivity of populations, particularly in low-income (i.e., developing) nations [1-4]. Signi cant efforts and progress have been made in combating the diseases derived from inadequate access to safe WASH conditions [5, 6]. However, diarrhea and relevant diseases such as cholera and typhus are still responsible for 10% of all childhood deaths on a global scale in 2010 [7]. For instance, diarrheal-related deaths of teenagers were reported to be among the top ten for the age group of 10-19-year-old and the second among the age group of 10-14-yearold on a global scale. Besides, malaria diseases account for over 40% of global health problems with varying degrees of risk in over 100 countries in Africa, Central America, and South America [8].
School water and sanitation towards health and hygiene in India
2002
SCHOOL SANITATION AND Hygiene Education (SSHE), is globally recognized as a key intervention to promote children’s right to health and clean environment and to influence a generational change in health promotion behavior and attitudes. It is now known that not only the quality of teaching but also the environment, especially the availability of safe drinking water and sanitation together with good hygiene practices are key factors which influence learning. Since the beginning of 2000, UNICEF, together with the International Water and Sanitation Centre (IRC) is involved in a SSHE project in various states around India. The overall objective of the School Sanitation and Hygiene Education programme in India, also known as the SWASTHH programme (meaning School Water and Sanitation towards Health and Hygiene) is to develop, test and successfully demonstrate replicable models for hygiene education, water supply and environmental sanitation in rural primary schools and pre-schools. The SWA...
Environment Pollution and Climate Change, 2018
Background: Provision of safe water and sanitation facilities in schools is an opportunity towards living in a healthy learning environment. However, many schools in developing countries lack adequate water and sanitation services. Therefore, this study intended to assess the status of school sanitation service and describe the reasons affecting school Water, Sanitation and Hygiene services in Kimbibit Woreda. Methods: A Cross-sectional study design, involving all public schools (48) found in the area were employed in North Shewa Zone Kimbibit Woreda. Both quantitative and qualitative methods were used to collect data. Data was entered, cleaned using EPI INFO version 3.5.3 and exported to SPSS version 20 statistical package for further analysis. Descriptive statistics were used to present the findings. Results: School population ratio to single latrine seat was found 60:1. Latrine ratio for female students was lower than males. Predominantly about 34 (70.8%) of schools were utilized a simple pit latrine. The proportion of separate latrine for male and female students were 29.2%, and only 16 (33.3%) were kept as hygienic. The hand washing facilities near to the latrine were very low, which was 9 (6.3%), and none of this facilities have had water supply and ash or soap for hand washing. A very few 8 (16.7%) latrines were found to be safe to be utilized by the respondents. Eleven (22.9%) of the school latrines were kept clean as much as possible. In 16.7% of school, health education program was provided to students abruptly. Only 18 (37.5%) schools had school WASH club and even these club were not well functional. On the other hand, the level to which water is utilized in the school depends on the accessibility of the water source within the school and the ease with which the water can be fetched from the source. The main water sources were accessible from protected spring water 18 (37.5%) and Borehole or shallow well 18 (37.5%). Conclusion and recommendation: The overall findings revealed that the public schools lacked basic facilities and services of water, hygiene and sanitation and are generally unsafe. Therefore, a coordinated effort need among different stakeholders to safeguard school environment.
Water and Sanitation in Schools: A Systematic Review of the Health and Educational Outcomes
International Journal of Environmental Research and Public Health, 2012
A systematic review of the literature on the effects of water and sanitation in schools was performed. The goal was to characterize the impacts of water and sanitation inadequacies in the academic environment. Published peer reviewed literature was screened and articles that documented the provision of water and sanitation at schools were considered. Forty-one peer-reviewed papers met the criteria of exploring the effects of the availability of water and/or sanitation facilities in educational establishments. Chosen studies were divided into six fields based on their specific foci: water for drinking, water for handwashing, water for drinking and handwashing, water for sanitation, sanitation for menstruation and combined water and sanitation. The studies provide evidence for an increase in water intake with increased provision of water and increased access to water facilities. Articles also report an increase in absenteeism from schools in developing countries during menses due to inadequate sanitation facilities. Lastly, there is a reported decrease in diarrheal and gastrointestinal diseases with increased access to adequate sanitation facilities in schools. Ensuring ready access to safe drinking water, and hygienic toilets that offer privacy to users has great potential to beneficially impact children's health. Additional studies that examine the relationship between sanitation provisions in schools are needed to more adequately characterize the impact of water and sanitation on educational achievements.
Discover sustainability, 2023
Access to basic water, sanitation and hygiene services is the most effective mechanism to reduce many infectious diseases. WASH in schools related to better educational outcomes although adequate water, sanitation, and hygiene services were unavailable to millions of school-age children in Ethiopia. Therefore, it is crucial to assess the level of WASH coverage and identify factors affecting access to basic water, sanitation, and hygiene services. A cross-sectional study was carried out among 82 school facilities. A structured questionnaire and an observational checklist were used to gather the data. Water samples were taken from the schools' water storage. Descriptive and multivariable logistic regression analyses were used to analyze the data. In this study, 74.7%, 61. 3% and 37.3% of the schools had access to basic drinking water, sanitation, and hygiene services, respectively. Additionally, 21.3%, 29.4%, and 30.7% of the schools had access to limited drinking water, sanitation, and hygiene services, respectively. However, 4%, 9.3%, and 32% of the schools lacked water, sanitation, and hygiene services, respectively. We discovered that schools with male heads were 7% less likely to have access to basic hygiene services (AOR = 0.07 with 95% CI 0.01-0.5) than those with female directors. In addition, schools with hygiene and environmental health clubs had an 11.8-fold higher access rate to basic hygiene services (AOR = 11.8 with 95% CI 1.35-104) than schools without such clubs. Besides, schools that conduct WASH lessons at least once a week were 8.63 times more likely to use basic hygiene services (AOR = 8.63; 95% CI 1.18-63.22) than schools that did not. This study offers scientific evidence that could be used for sound decisions to fill the school WASH gaps. This is a unique study in determining the level of WASH coverage and identifying factors affecting access to basic hygiene services. The investigation provides some insights into how access to WASH services can be improved at the grassroots level. Federal and regional governments should implement effective interventions that assist schools to attain Sustainable Development Goal 6 by 2030. School administrators and other partner organizations should take proactive measures to enhance and maintain the WASH services.
Journal of Water, Sanitation and Hygiene for Development
The water, sanitation, and hygiene (WASH) coverage and practices in and out of primary schools are crucial to the well-being of children. Using a questionnaire analysis method, this study focuses on the WASH coverage and practices of children from five public primary schools in the city of N'Zerekore, the second-largest city in Guinea. Our results reveal that the WASH coverage and practices in all five schools are inadequate. Our data indicated that 100% (n=1,048) of pupils don't wash their hands with soap after defecation in school, and over 87.9% (n=922) of students do not wash their hands before eating. The poor WASH coverage, inadequate hygiene practices, and other activities and/or causes result in a higher incidence of diseases among children, such as malaria, typhoid, and diarrhea. Some effective interventions, including the provision of clean water, sanitation and hygiene infrastructure, and widespread and effective health education, should be implemented to address ...
International Journal of Environmental Research and Public Health, 2022
The global COVID-19 pandemic has revealed the extent to which schools are struggling with the provision of safe drinking water, sanitation and hygiene (WASH). To describe the WASH conditions in schools and discuss the implications for the safe reopening of schools during the ongoing COVID-19 pandemic, a systematic review of peer-reviewed literature on WASH in schools in low- and middle-income countries was performed. In April 2021, five databases, including MEDLINE (via PubMed), Web of Science, Scopus, AJOL, and LILACS, were used to identify studies. Sixty-five papers met the inclusion criteria. We extracted and analyzed data considering the Joint Monitoring Programme (JMP) definitions and the normative contents of Human Rights to safe drinking water and sanitation. Publications included in this systematic review considered 18,465 schools, across 30 different countries. Results indicate a lack of adequate WASH conditions and menstrual hygiene management requirements in all countries...
Please cite this article in press as: Karon, A.J., et al., Improving water, sanitation, and hygiene in schools in Indonesia: A cross-sectional assessment on sustaining infrastructural and behavioral interventions. Int. J. Hyg. Environ. Health (2017), a b s t r a c t Water, sanitation, and hygiene (WASH) in schools are important for child health, development, and educational performance; yet coverage in Indonesian schools remains low. To address this deficiency, UNICEF and partners conducted a WASH intervention in 450 schools across three provinces in Indonesia. A survey evaluating the sustainability of infrastructure and behavioral interventions in comparison to control districts was conducted one year after completion of the intervention. The survey data were also compared with national government data to assess the suitability of government data to report progress on the Sustainable Development Goals (SDGs). Logistic regression was used to explore associations between WASH conditions and behaviors. Intervention schools were more likely to have handwashing stations with soap and water. In multivariable analyses, schools with a toilet operation and maintenance fund were more likely to have functional toilets. Students who learn hygiene skills from their teachers were less likely to defecate openly, more likely to share hygiene knowledge with their parents, and more likely to wash their hands. Survey data were comparable with government data, suggesting that Indonesian government monitoring may be a reliable source of data to measure progress on the SDGs. This research generates important policy and practice findings for scaling up and sustaining WASH in schools and may help improve WASH in schools programs in other low-resource contexts.
American Journal of Environmental Science and Engineering, 2021
Effective learning in school is significantly influenced by water, sanitation, and hygiene conditions. However, in most schools in developing countries, WASH is often inadequate. The study focused on the accessibility, availability, quality, and sufficiency of WASH in public schools. This cross-sectional study employed the use of an observational checklist where 29 self-administered questionnaires on WASH were administered to Headteachers of the selected schools. The study area was divided into six grids using ArcGIS 9.3©, and from each grid, five schools were selected. However, in the northeastern part of the municipality four sample schools were chosen, since that area had fewer schools. The bacteriological quality (fecal coliforms) of water from the schools was assessed for health safety. The R software and Microsoft Excel were used for data analysis. The study showed that 37.9% of schools had access to potable water but 27.5% of these sources were fecally contaminated. Though 93.1% of the schools had toilet facilities, 77.8% were shared by both teachers and students. The study further showed that 96.6% were gender-segregated, 59.3% lacked toilet bins whiles 41.4% practiced open defecation. Hygiene facilities were lacking as 75.9% of the schools lacked hand washing facilities and all the schools lacked menstrual hygiene facilities. Solid waste and toilet facilities were poorly managed, contributing to open defecation in the schools. Generally, WASH in most of the schools was not satisfactory since they lacked facilities, policies, funds, sensitization, and proper maintenance. The study recommends that WASH facilities should be improved by all stakeholders.
Examining school-based hygiene facilities: a quantitative assessment in a Ghanaian municipality
BMC public health, 2018
The crucial role of adequate water, sanitation and hygiene (WASH) facilities in influencing children's handwashing behaviour is widely reported. Report from UNICEF indicates a dearth of adequate data on WASH facilities in schools, especially in the developing world. This study sought to contribute to building the evidence-base on school hygiene facilities in Ghana. The study further explored for possible associations and differences between key variables within the context of school water, sanitation and hygiene. Data was collected from 37 junior high schools using an observational checklist. Methods of data analysis included a Scalogram model, Fisher's exact test, and a Student's t-test. Results of the study showed a facility deficiency in many schools: 33% of schools had students washing their hands in a shared receptacle (bowl), 24% had students using a single cotton towel to dry hands after handwashing, and only 16% of schools had a functional water facility. Further...
Addressing School Sanitation and Hygienic Problems
FOUNDATION UNIVERSITY GRADUATE SCHOOL THESIS, 2018
Abstract This study aimed to address the problems encountered by schools in maintaining sanitation and hygienic practices and the extent of these practices. The descriptive and correlational designs were used in the study. The research utilized percentage, weighted mean and Spearman rank correlation coefficient in treating the data. The study revealed that school encountered high extent of problems in the area of Food handling while moderate on the following areas; personal hygienic practices, environmental safety, waste segregation and maintenance and use of school health facilities. The extent of practices is high in waste segregation and environmental safety while moderate in areas of food handling, personal hygienic practices and maintenance and use of school health facilities. The degree of relationship between the problems encountered in maintaining school sanitation and hygienic practices and the extent of these practices is “moderate”. The result also revealed that there is a difference in problems encountered by school in maintaining sanitation and hygienic practices when grouped according to their nutritional status. Schools with less than 8% of wasted and severely wasted pupils and schools with more than 8% of wasted and severely wasted pupils encountered different extent of problem in food handling; similar in waste segregation and the same level of problems in personal hygiene, environmental safety and maintenance of school health facilities. Keywords: Sanitation, Hygiene, Practices
2015
Abstract: Water, sanitation, and hygiene (WaSH) in schools contributes to better health and educational outcomes among school-aged children. In 2012, UNICEF Nicaragua and partners conducted a cross-sectional survey of WaSH in 526 schools in 12 low socio-economic status municipalities in Nicaragua. The survey gathered information on: school characteristics; teacher and community participation; water and sanitation infrastructure; and hygiene education and habits. Survey results were analyzed for associations between variables. WaSH coverage was significantly higher in urban than rural areas. Presence of drinking water infrastructure (43%) was lower than sanitation infrastructure (64%). Eighty-one percent of schools had no hand washing stations and 74 % of schools lacked soap. Sanitation facilities were not in use at 28 % of schools with sanitation infrastructure and 26 % of schools with water infrastructure had non-functional systems. Only 8 % of schools had budgets to purchase toile...