Kenyan school book knowledge for water, sanitation, hygiene and health education interventions: Disconnect, integration or opportunities?

Anthonj, Carmen; Githinji, Sophie; Höser, Christoph; Stein, Alfred; Blanford, Simon; Grossi, Valentina

doi:10.1016/j.ijheh.2021.113756

Cited by 24 publications

(17 citation statements)

References 43 publications

(141 reference statements)

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“…Environmental organisations, education bureaus, schools and teachers attempt to create and manage green messages, knowledge and information through school curricula, incorporating environmental knowledge into general studies and extra-curricular activities, e.g. planting trees at school or field trips to the countryside (Nambiar and Chitty, 2014; Anthonj et al , 2021). Young people who hold functional value may benefit from pro-environmental knowledge, e.g.…”

Section: Functional Valuementioning

confidence: 99%

Why do young people do things for the environment? The effect of perceived values on pro-environmental behaviour

Cheung

2022

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Purpose This study aimed to develop an integrative model that comprehensively explores the antecedents of pro-environmental intentions in young people. The study follows customer value theory (CVT) and the theoretical framework of the theory of planned behaviour (TPB). Design/methodology/approach Data was obtained from a field survey of two secondary schools in Hong Kong. A total of 279 young people (age range: 10–12 years old; 53.8% males) were recruited to complete the survey. Smart-PLS 3 was used to test the research model with partial least squares structural equation modelling. Findings The findings provided empirical evidence that the perceived values of children regarding environmentalism play an essential role in developing pro-environmental attitudes and behavioural intentions, such as recycling intention and conservation intention. The results support the utility of TPB for its adoption of attitude and behavioural intention as key components of the model. The use of CVT showed that three dimensions of young people’s perceived values, namely, emotional value, functional value and relational value, predict a pro-environmental attitude, while attitude predicts recycling intention and conservation intention. Practical implications This study offers crucial insight for schools and the Education Bureau of the Hong Kong Special Administration Region government, who are focussed on spurring the perceived values, attitudes and behavioural intentions of young people towards environmentalism. This study shows that young people’s emotional values, functional values and relational values are important for transforming pro-environmental attitudes into behavioural intentions in young people. Originality/value This study measured the impact of young people’s perceived values on pro-environmental intentions. Few studies address how perceived values affect young people’s pro-environmental behaviour. This study integrates CVT and TPB to explore the source of young people’s pro-environmental intentions.

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Section: Functional Valuementioning

confidence: 99%

Why do young people do things for the environment? The effect of perceived values on pro-environmental behaviour

Cheung

2022

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“…The role that the provision of safe WASH services in schools plays in reducing infectious disease exposure and transmission (including helminth infections, diarrhea, respiratory and other communicable diseases) has been important prior to the COVID-19 pandemic [ 24 ]. Likewise, safe WASH in schools promotes innumerable health and educational benefits such as: (i) reducing school absence by providing an appealing learning environment for children [ 25 ]; (ii) boosting student’s cognitive skills and consequent performance by preventing dehydration [ 26 ]; (iii) promoting a clean, healthy and secure environment for menstrual hygiene management for girls [ 27 , 28 , 29 ]; (iv) promoting WASH education by introducing students to the concepts of drinking water, water-related diseases and environmental health-related topics [ 30 ]; and (v) influencing hygiene practices and encouraging behavior change in the students’ families and community, once children also act as agents of change outside the school environment [ 31 ].…”

Section: Introductionmentioning

confidence: 99%

Water, Sanitation and Hygiene in Schools in Low- and Middle-Income Countries: A Systematic Review and Implications for the COVID-19 Pandemic

Poague

Blanford

Anthonj

2022

IJERPH

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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. The largely insufficient and inadequate school infrastructure hampers students to practice healthy hygiene habits and handwashing in particular. In the context of the COVID-19 pandemic, being hindered to implement such a key strategy to contain the spread of SARS-CoV-2 in the school environment is of major concern.

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“…School hand hygiene interventions alone also reduce absences due to a variety of respiratory and enteral infections (Talaat et al, 2011). Lastly, schools are a learning environment and have the potential to be places where safe WaSH practices are taught to students (Anthonj et al, 2021), and these teachings can then be shared with their families and communities (Bresee et al, 2016;Dreibelbis et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Attributes of drinking water, sanitation, and hygiene associated with microbiological water quality of stored drinking water in rural schools in Mozambique and Uganda

Morgan¹,

Bowling

Bartram³

et al. 2021

International Journal of Hygiene and Environmental Health

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Kenyan school book knowledge for water, sanitation, hygiene and health education interventions: Disconnect, integration or opportunities?

Cited by 24 publications

References 43 publications

Why do young people do things for the environment? The effect of perceived values on pro-environmental behaviour

Why do young people do things for the environment? The effect of perceived values on pro-environmental behaviour

Water, Sanitation and Hygiene in Schools in Low- and Middle-Income Countries: A Systematic Review and Implications for the COVID-19 Pandemic

Attributes of drinking water, sanitation, and hygiene associated with microbiological water quality of stored drinking water in rural schools in Mozambique and Uganda

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