Access to safe water, sanitation, and hygiene (WASH) in schools is a fundamental prerequisite for ensuring children’s health, dignity, and educational success. Inadequate WASH conditions or behaviour in school, not only pose serious health risks to students and staff but also hinder learning outcomes and the overall development of children. Recognizing this critical intersection between WASH and education, this manual has been developed as a practical guide to support schools in creating healthy, inclusive, and sustainable learning environments by overcoming the hurdles posed by WASH issues. The WASH Development in Schools manual is grounded in the belief that schools are more than just academic institutions, they are powerful platforms where lifelong values and behaviors are shaped for not only individuals but also in communities. When children adopt healthy WASH behaviors, they not only protect themselves but also influence their peers and families acting as ambassadors of change and generating a ripple effect in the wider community.

Importance of improved WASH facilities in schools have been widely acknowledged for their significant contributions toward achieving the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 6 (Clean Water and Sanitation), SDG 3 (Good Health and Well-being), and SDG 5 (Gender Equality). When schools are equipped with clean toilets for both girls and boys, access to safe drinking water, and functional handwashing stations, they not only help reduce the transmission of communicable diseases but also improve student attendance, focus, and participation especially for girls.

Despite widespread awareness, the state of WASH infrastructure and hygiene behaviors in schools continues to be inadequate in many parts of the world. According to the 2021 Joint Monitoring Program (JMP) report by WHO and UNICEF, only 60% of the global school-age population had access to basic drinking water services in schools, while 58% and 57% had access to basic sanitation and hygiene services, respectively. The situation in India remains particularly concerning. The report notes that only 67% of primary and 75% of secondary schools in India have access to basic water services. Basic sanitation coverage stands at 64% for primary and 73% for secondary schools. Hygiene infrastructure, however, lags behind, with only 53% of all schools having basic hygiene facilities.

Even in the schools where good facilities have been created after some time these are found not good for use due to not properly used or poor upkeep. Sustaining the WASH facilities in the school is very important. Children attending schools with poor WASH conditions are at heightened risk of exposure to diseases such as diarrhea, parasitic infections, and malaria. These illnesses not only affect children’s health but also contribute to high absenteeism, lower academic performance, and increased dropout rates. Girls are particularly impacted, often missing school during menstruation due to the lack of private and hygienic sanitation facilities.

In response to this pressing need, S M Sehgal Foundation (India), with support from CAWST (Canada), has developed this manual as part of a broader initiative to prepare the users, up keepers and school management for correct, consistent and continuous use, and sustainability of WASH facilities in the school. The manual is designed to build the capacity of school management committees, teachers, staff, and students to promote, operate, and sustain WASH facilities and practices. Drawing on years of field experience and engagement with communities, the manual ensures that the content is practical, relevant, and tailored to the real-world context of schools.

A distinguishing feature of this manual is its emphasis on participatory learning approach. Traditional lecture-based methods, while common, often fail to bring about long-lasting behavioral change. This manual introduces interactive learning tools such as group discussions, storytelling, role plays, games, visual aids, demonstrations, and reflective exercises. These approaches actively engage participants, make sessions more memorable and relatable, and are proven to be more effective in inspiring meaningful change.

While infrastructure is essential, its long-term impact relies on the correct and consistent use and upkeep of facilities. The manual aims to foster sustainable and self-driven behavior change. The manual places equal emphasis on building awareness, nurturing positive attitudes, and developing decision-making and leadership skills related to WASH. Special attention is given to gender-sensitive WASH programming. Girls face unique challenges in schools with inadequate sanitation, which can directly impact their education. The manual emphasizes underscores the importance of menstrual hygiene management, and the active involvement of girls in decision-making to ensure school WASH services are equitable, safe, and empowering for all.