The impact of the recent global pandemic is multifaceted, affecting every aspect of human existence. Many studies conducted during this period have focused on the direct implications of the pandemic on human health and the economy, with only a few focusing on other possible implications. This survey aimed to elucidate the possible impact of the COVID-19 lockdown on internet addiction (IA) among university students in Nigeria. Using a cross-sectional survey, 202 students were randomly selected to fill the standardized internet addiction test (IAT) online. Data was entered and analyzed using SPSS version 20. The respondents had an average age of 20.9±2.3 years and an average IAT score of 32.6±14.4, with the highest score being 79 out of 100. The majority of the students were categorized as normal internet users (45%), 42% as mildly addicted, and 13% as moderately addicted. None of the students were severely addicted. There were statistically significant associations derived between IA and income status (p=0.000), boredom (p=0.000), and Faculty of study (p=0.011). The results indicated that boredom was a key factor that had an impact on IA. The closure of schools, restriction of movement, reduced engagements, and seizures of allowances/stipends made the students vulnerable to IA.

The paucity of information on the number of accessible sanitation facilities in secondary schools in developing countries has hindered efforts in attaining sustainable development in this area. Therefore, this study was designed to bridge that gap. The cross-sectional study utilized a 4-stage sampling technique to select 386 students from schools in Badagry, Lagos. Pre-tested questionnaire and observational checklists were used to obtain data. Data were analyzed using descriptive statistics and logistic regression at 5% level of significance. Respondents’ mean age was 15.8±1.5 years and 55.2% were female. On-site observation revealed that all the schools had improved sanitation facilities, while 37% of the available toilet compartments were inaccessible to the students. Majority (85%) of the facilities provided limited service, while 15% provided basic service. The student to toilet ratio for the public school girls and boys were 3191:1 and 642:1 respectively, while the private school had a ratio of 257:1 and 289:1 for girls and boys respectively. Some of the sanitation practices observed in the schools were open defecation (35.4%), toilet avoidance (21%), and prolonged urine and feacal retention (57.4%). Students from the public school were about 3 times more likely to practice open defecation (OR=2.87; CI=1.160-7.095). Also, male students were more likely to practice open defecation (OR=1.72; CI=1.125-2.615). All the schools did not meet the school sanitation standard of 1 toilet to 30 boys/girls set by the Federal Government of Nigeria. Sustainable sanitation-interventions and maintenance schemes are required to safeguard the health of the students and the community at large.

Objectives The importance of school water, sanitation, and hygiene (WASH) in achieving the Sustainable Development Goal targets 6.1 and 6.2 in developing countries cannot be overemphasized. However, widespread WASH inequalities remain an impediment to achieving the targets by 2030. Hence, this study was conducted to examine current school-WASH disparities among public and private schools in a low-income Nigerian community using mixed methods. Methods The cross-sectional survey utilized multi-stage sampling to select 400 students from five public and five private schools in Akinyele, Ibadan. Semi-structured questionnaires and observational checklists were used to obtain data. Inferential statistics were measured at a 95% confidence interval. Independent variables like the students’ sociodemographic characteristics, school type, and available WASH facilities were associated with dependent variables like respondents’ hand hygiene and sanitation practices and WASH-associated knowledge and attitude to examine existing inequalities. Results Classifying the available WASH facilities based on the WHO/UNICEF Joint Monitoring Programme, none of the public schools provided any sanitation and hygiene service, while all the private schools provided both services. Furthermore, the private-school students had significantly better WASH knowledge (p<0.001; Ƞ2p=0.152) and attitude (p<0.001; Ƞ2p=0.036) compared with the public-school students. Also, a significantly higher portion of public-school students practiced open defecation at school (p<0.001; odds ratio (OR)=7.4; confidence interval (CI)=4.1–13.5) and at home (p<0.001; OR=7.8; CI=3.7–16.7). Conclusion WASH disparities among socioeconomic groups remain a persistent challenge. Sole reliance on the Government to narrow the inequalities has persistently proven unfruitful. There is a need to empower local community stakeholders to facilitate sustainable school-WASH interventions.