Improving water, sanitation, and hygiene in schools in Indonesia: A cross-sectional assessment on sustaining infrastructural and behavioral interventions

Karon, Andrew J.; Cronin, Aidan A.; Cronk, Ryan; Hendrawan, Reza

doi:10.1016/j.ijheh.2017.02.001

Cited by 43 publications

(65 citation statements)

References 19 publications

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“…The greatest barrier to meeting the water supply and toilet outputs was water availability. Although functionality of the water point was relatively high (82% of post-hardware implementation visits), and consistent with other low-income school settings [ 28 , 29 , 30 ], schools were sometimes unable to fill the water tanks. Since the water tank supplied the handwashing facilities and the toilet compartments, water was often not available for handwashing or toilet flushing/cleaning.…”

Section: Discussionsupporting

confidence: 54%

Design, Intervention Fidelity, and Behavioral Outcomes of a School-Based Water, Sanitation, and Hygiene Cluster-Randomized Trial in Laos

Chard

Freeman

2018

IJERPH

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Evidence of the impact of water, sanitation, and hygiene (WASH) in schools (WinS) interventions on pupil absence and health is mixed. Few WinS evaluations rigorously report on output and outcome measures that allow for comparisons of effectiveness between interventions to be made, or for an understanding of why programs succeed. The Water, Sanitation, and Hygiene for Health and Education in Laotian Primary Schools (WASH HELPS) study was a randomized controlled trial designed to measure the impact of the United Nations Children’s Fund (UNICEF) Laos WinS project on child health and education. We also measured the sustainability of intervention outputs and outcomes, and analyzed the effectiveness of group hygiene activities on behavior change and habit formation. Here, we present the design and intermediate results from this study. We found the WinS project improved the WASH environment in intervention schools; 87.8% of schools received the intervention per design. School-level adherence to outputs was lower; on average, schools met 61.4% of adherence-related criteria. The WinS project produced positive changes in pupils’ school WASH behaviors, specifically increasing toilet use and daily group handwashing. Daily group hygiene activities are effective strategies to improve school WASH behaviors, but a complementary strategy needs to be concurrently promoted for effective and sustained individual handwashing practice at critical times.

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Section: Discussionsupporting

confidence: 54%

Design, Intervention Fidelity, and Behavioral Outcomes of a School-Based Water, Sanitation, and Hygiene Cluster-Randomized Trial in Laos

Chard

Freeman

2018

IJERPH

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“…It includes: inadequate facilities for sanitary pad disposal, lack of access to informed people about menstrual issues, insufficient attention to menstrual problems, feeling ashamed, the high cost of menstrual health, self-medication with traditional medicines, inadequate self-directed education, lack of awareness and trust in health center staff, and following family and teachers in menstrual problems. Lack of privacy and lack of facilities for sanitary pad disposal in other studies conducted in Kenya, Indonesia, Ethiopia and Rwanda, pointed out that school restrooms had weak menstruation health indices such as facilities to dispose of sanitary pads ( 11 , 18 , 21 – 23 ). It is obvious that these indices related to social, economical and cultural conditions of the studied environment.…”

Section: Discussionmentioning

confidence: 95%

Effective factors on menstrual health among female students in Bam city: a qualitative study

2018

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BackgroundMenarche is an independent puberty event in a girl’s life, and is associated with physical growth, ability in marriage and fertility. Therefore, poor menstrual health can be a major determinant of morbidity, as well as physical, mental and social problems in this age group.ObjectiveThe aim of this study was to explore the effective factors on menstrual health among female students in Bam city.MethodsThe qualitative study was conducted using content analysis approach in 2017. The participants were 32 individuals consisting of 13 students, 10 mothers of the same students, 9 school associates and health educators of 5 secondary schools in Bam city, who were selected based on an objective-oriented approach. The sampling was done until data saturation. Data collection methods were semi-structured and in-depth interview. Data analysis was performed using the steps suggested by Graneheim and Landman.ResultsThere were two categories (easy interaction and inappropriate adaptation to changes in health behavior), 13 sub-categories and 52 initial codes. The positive factors included easy access to sanitary pads, appropriate school education, easy access to health and therapeutic services and school flexibility on menstrual issues, while the negative factors included inadequate facilities for sanitary pad disposal, lack of access to informed people about menstrual issues, insufficient attention to menstrual problems, feeling ashamed, the high cost of menstrual health, self-medication with traditional medicines, inadequate self-directed education, lack of awareness and trust in health center staff, and following family and teachers in menstrual problems.ConclusionOverall, this study indicated that economic, social, cultural and educational factors affect menstrual health. Therefore, the identification of each of these factors helps planners to apply the most appropriate methods and strategies for menstrual health improvement.

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“…Agreeing with the previous description, previous research has shown that a key aspect of school design has been identified to have the greatest effect on the students' learning experience [33]. Adding the previous description, in order to ensure optimal learning in school, it is important to create a safe and healthy environment for children [34].…”

Section: Resultsmentioning

confidence: 85%

Child-friendly school environment to ensure children’s welfare

Ambarsari

Harun

2018

EduLearn

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The violence that occurs in the school is one of the problems that is still going on. The school and other stakeholders need to make efforts to minimize the occurrence of violence. So that, the children can study safely and comfortably in school. This research aimed to describe a child-friendly school environment in elementary school. The research procedure used qualitative phenomenological approach. The data collection technique was done by using observation method, interview, and documentation. With a child-friendly school environment, students will feel safe, comfortable, and prosperous. Based on this study results concluded that to create a childfriendly school environment is to create a harmonious social environment of the school, which is a good relationship between the school community, parents of students as well as with other stakeholders. Then, it needs to pay attention to the physical environment of the school, which is related to the condition of school buildings, as well as school infrastructure that supports child-friendly school environment should be secured and can fulfill the students needs.

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Improving water, sanitation, and hygiene in schools in Indonesia: A cross-sectional assessment on sustaining infrastructural and behavioral interventions

Cited by 43 publications

References 19 publications

Design, Intervention Fidelity, and Behavioral Outcomes of a School-Based Water, Sanitation, and Hygiene Cluster-Randomized Trial in Laos

Design, Intervention Fidelity, and Behavioral Outcomes of a School-Based Water, Sanitation, and Hygiene Cluster-Randomized Trial in Laos

Effective factors on menstrual health among female students in Bam city: a qualitative study

Child-friendly school environment to ensure children’s welfare

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