Reducing Waterborne Diseases in 131 Kenyan Schools

by WE REACH

Project Report | Jan 15, 2025
WASH evaluation

By Erick Bosire | Project Leader

1.10) Conduct End Year Impact Evaluation Workshop for Head Teachers (October 23rd)

Day One-Head Teacher Training

The primary objective of the October 2024 End Year Workshop was to assess the impact of the WASH intervention in primary schools across Mumias East Sub-County. This workshop provided an opportunity to measure progress against the baseline data from January 2024, focusing on reductions in student illness, improvements in menstrual hygiene, and overall health benefits resulting from enhanced WASH facilities.

Training Overview-Head Teachers

The workshop gathered headteachers from partner schools to discuss the findings of the End Year survey, which highlighted significant health improvements among students. This survey indicated a 45% reduction in water-related illnesses, a 41% reduction in menstrual hygiene issues, and a 38% reduction in skin and oral infections. Importantly, school attendance among menstruating girls increased, a sign that the improved WASH environment was providing a more supportive setting for girls. The session also encouraged headteachers to provide feedback, offering valuable insights into the challenges and successes observed in their schools.

In attendance was Mr. Steve Ashton, a key advisor to WE REACH’s WASH initiatives, who used this opportunity to gain firsthand insights into the experiences of schools. Listening directly to the headteachers’ accounts allowed Mr. Ashton to better understand the progress and ongoing needs, reinforcing the importance of sustained support for these interventions.

Feedback Summary from Headteachers

The head teachers’ feedback underscored the positive impact of the WASH program on their schools and communities:

Musango Headteacher: "Health Club members are selling soap to the community as a result of the training given to them by WE REACH."

Khabondi Headteacher: "Initially, students carried water from home; now they have a sponsor, and the school has water. This has led to fewer cases of infections among students."

Isongo Headteacher: "Our school health club is active, with soap provided by the administration after WE REACH's training."

Khungoyokosi Headteacher: "There’s an irregular water supply; I propose we get tanks for water storage during the rainy season."

Workshop Value and Insights

This workshop was instrumental in fostering a shared understanding of the WASH program's impact. It offered headteachers practical guidance on sustaining hygiene practices, mobilizing community involvement, and enhancing health clubs’ efforts. The discussion was especially valuable for Mr. Ashton, who gained real-time feedback, which will inform future improvements and resource planning to ensure ongoing support and expanded WASH facilities.

Training Overview-Teachers health Champions

Teacher health champions from partner schools attended the training, where they shared updates, challenges, and achievements in the WASH program's implementation. Mr. Steve Ashton also attended, giving him an opportunity to meet these vital facilitators and listen to their experiences firsthand. During the session, Mr. Ashton expressed concern about the lower reduction in health issues this year compared to the previous year, noting that 2023 saw a 70% reduction in cases. Teachers pointed out that disruptions, such as floods and civil unrest, significantly shortened the school calendar, with second term losing five weeks, reducing it from 14 weeks to 9. This cutback hindered their ability to implement WASH practices right after training, resulting in a slower start and less time for consistent hygiene reinforcement before exams and early closures.

Despite these challenges, the training allowed teachers to reflect on the impact they had managed to achieve and explore solutions for better implementation moving forward.

Feedback Summary from Teacher Health Champions

The teacher health champions shared feedback highlighting the impact of the program and the improvements they hope to see:

Eshiakhulo Teacher Health Champion: "The school has identified champions among the students to help distribute sanitary towels when students are too shy to ask the teachers."

Emukhalari Teacher Health Champion: "Before WE REACH training, the school didn’t prioritize handwashing. After the training, they took it seriously, and now we see the efforts of the health club reducing student illness from water-related illnesses."

Ikoli Teacher Health Champion: "Students want a sense of ownership—they’re asking for T-shirts for health club members so they can stand out from the rest."

Workshop Value and Key Insights

The workshop proved incredibly valuable, not just as a training session but as an exchange program. Teachers had the chance to learn, relearn, and unlearn certain practices while hearing from peers across schools. This shared learning environment allowed them to see how other schools were managing similar challenges and take away ideas to try in their own settings. The teacher health champions gained renewed motivation to push forward despite the year's setbacks and discussed practical ways to maintain program momentum, such as engaging students in leadership roles and advocating for additional resources.

Mr. Ashton’s presence and the teachers' honest feedback will inform WE REACH’s approach in addressing logistical issues and ensuring sustainable WASH support for each school, aiming to further reduce health issues in the future

LESSONS LEARNT:

Importance of Community Involvement and Student Ownership: Engaging students and community members strengthens the impact of WASH initiatives. Schools where health clubs actively involved students in hygiene practices, such as selling soap to the community, saw greater success. Supporting students with identifiable items, like T-shirts for health club members, could enhance engagement and pride in WASH activities.

Need for Flexibility in Program Implementation: Disruptions like floods and civil unrest impacted the school calendar, affecting the WASH program's rollout. Flexibility in implementation schedules and an ability to adapt based on local conditions are critical for program continuity and sustained health improvements.

Significance of Stable Water Supply: Consistent access to water is essential for effective WASH practices. Schools with irregular water supply suggested installing rainwater tanks to ensure availability during disruptions, highlighting the importance of reliable infrastructure.

RECOMMENDATION:

Improve Sanitary Pad Disposal Facilities: Install incinerators and exhaustible latrines to enable safe, hygienic disposal of sanitary pads in schools.

Expand MHM Training Scope: Increase training emphasis and create a separate MHM presentation, working closely with Ministries of Education and Health for support.

Include Sanitary Pad Use and Underwear in Training: Address knowledge gaps on pad use and provide solutions for underwear availability within MHM sessions.

Construct or Convert MHM Facilities: Build or convert existing latrines to meet MHM needs, ensuring students have access to appropriate hygiene spaces.

Standardize Pad Distribution Protocols: Develop clear protocols and address student fears around requesting pads, educating parents to prevent misuse.

Ensure Reliable Water Supply: Guide schools on safe water sources, encourage borehole maintenance, and introduce borehole specialists for upkeep.

CONCLUSION

In October 2024, WE REACH hosted a successful end-year review workshop for the WASH Program in primary schools across Mumias East Sub-County, facilitated by WASH consultant Steve Ashton. The workshop evaluated program achievements, identified challenges, and gathered valuable insights from school leadership and teacher health champions to enhance WASH practices and improve student health outcomes. Key accomplishments included notable reductions in waterborne illnesses, improved menstrual hygiene, and increased school attendance. The discussions highlighted the importance of community involvement, flexibility in implementation, reliable water supply, and data-driven improvements. Challenges around sanitary pad disposal, MHM facilities, and water access were noted, with clear recommendations proposed for each area. Moving forward, WE REACH is committed to implementing these insights, expanding community engagement, and strengthening WASH infrastructure for a healthier learning environment in 2025.

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Sep 18, 2024
monitoring and evaluation school visits

By Nancy Itambo | Project Officer

1.0: ACTIVITY PROCEEDINGS

In July 2024, WE REACH monitored and evaluated our WASH project partner schools of 2023.This was done to evaluate the project's impact since its inception, highlighting key achievements, challenges, and recommendations for future improvements.

We visited the 10 schools and used several means to collect data:

Focus Group Discussions (FGDs): Conducted with school health club members to assess the implementation of activities and interventions.
Observations: On-site visits to evaluate the condition of WASH facilities and hygiene practices.
Interviews: Conducted with the health teacher and the head teacher

From the discussions what came out clearly was that the project had had a positive impact to the schools we had worked with. The schools also expressed satisfaction with the project’s outcomes.

Summary of findings:

Increased Awareness: In all schools, students reported increased awareness of personal hygiene practices, this has led to a noticeable reduction in water related illnesses. The teachers observed healthier leaners attend class regularly, participate in class more actively and this had a positive impact in their academic performance.
Behavior Change: All schools demonstrated that their students had improved handwashing practices. This also had a positive impact on school attendance translating into improved academic performance.
Peer Education: All school health clubs successfully engaged in peer education, reaching the rest of the student body.Teachers also observed that students involved in health clubs are more likely to follow school rules and demonstrate leadership skills which led to a decrease in disciplinary cases.
Sanitation Facilities: Some schools reported improved sanitation facilities, including new toilets and handwashing stations. This was made possible after the schools wrote proposals to the CDF and other CSOs’ and got funding for the same after WE REACH’s training on proposal writing. Most of the schools reported that the schools are now aware and intentional in taking charge of their WASH needs and initiatives like buying hand washing soap. The schools' health clubs are now actively taking care of the sanitation facilities especially the new ones to ensure sustainability.

Case Study:

At Emakhawale Primary School, the WASH project resulted in remarkable improvements in hygiene behaviors, health outcomes, and academic achievement. Key success included formation of health clubs that promote and monitor hygiene practices, enhancement of hygiene initiatives size to promote good sanitation practices. Another was that following a training session on proposal writing provided by We Reach, the headteacher successfully wrote and secured funding from Blue Tanks and LifeStraw for handwashing stations and drinking water tanks. The headteacher after the training prioritized WASH initiatives which led the school to receive a 10,000L water tank from the CDF. These efforts resulted in a reduction in water-related diseases such as diarrhea and typhoid, which increased school attendance rates continued health and consistent school attendance led to better academic outcomes. The project also achieved positive behavioral change, with students taking leadership roles in the health club, promoting a culture of hygiene and accountability These results highlight the effectiveness of the WASH project in the school.

2.0: LESSONS LEARNT

Maintaining hygienic behavior changes and infrastructural improvements requires ongoing involvement with school health clubs and the larger school community.
Involving the broader community, including parents and local leaders, enhances the impact and sustainability of hygiene practices beyond the school environment.
Flexibility in project implementation allows for adjustments based on feedback and changing circumstances, leading to better outcomes.
Long-term planning and support are essential for the sustainability of WASH infrastructure and hygiene practices.

3.0: CHALLENGES

Maintaining consistent hygienic behavior outside the school environment remains challenging, particularly in areas with limited access to hygiene products affecting the overall effectiveness of the WASH project.
Many students come from poor backgrounds and cannot afford necessities such as shoes, leading to issues like jigger infestations.
Lack of access to sanitary towels by female learners, affects their school attendance and participation.
Transfers of headteachers lead to new headteachers being unaware of the WASH program, its objectives, and ongoing activities resulting in reduced support and prioritization of WASH initiatives, impacting their sustainability and effectiveness.

4.0: RECOMMENDATION

Develop an orientation program for newly transferred headteachers to ensure they are fully informed about the WASH program, its objectives, and activities.
Incorporate regular feedback mechanisms and be open to adapting strategies and activities to meet the evolving needs of schools and students like Initiating programs to provide essential items such as shoes and sanitary towels to students in needs.
Organize community outreach programs and workshops to educate and engage the wider community in supporting school hygiene initiatives.

5.0: CONCLUSION

To conclude, the WASH initiative has shown that it is capable of bringing about long-lasting changes in partner schools' infrastructure and hygiene practices. Nonetheless, resolving the issues raised is essential to guaranteeing the project's long-term viability and effectiveness. The initiative can continue to improve students' health and well-being and create a more favorable and healthy learning environment by putting the suggested activities into practice.

Through these initiatives, it will be made possible for every student, regardless of circumstances, to have access to the tools and assistance they need to uphold proper hygiene habits, consistently attend class, and reach their academic potential. Future WASH project success will mostly depend on adaptability, community involvement, and continuous monitoring.

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May 23, 2024
Educate Teachers and YPPs on WASH in schools

By Nancy Itambo | Project Officer

Teacher Health Champion and YPP’s Training Workshop (4th APRIL 2024)

Number of People Reached:
Total Teacher Health Champions: 20
Total YPP’s: 20
Total Participants: 40

WE REACH conducted a WASH awareness workshop in Mumias-East Sub-County, targeting Teacher Health Champions and Young Peer Persons (YPP’s) from ten selected schools. The workshop aimed to introduce the WASH project in Primary Schools and build the capacity of schools to actively participate in the WASH Programme. Key objectives included educating participants on WASH issues, fostering behavioral change among students, and enhancing their understanding of hygiene practices. The training, held on 4th April 2024, involved interactive sessions covering topics ranging from water quality to waste management. Participants also received practical instruction on producing liquid soap for hand washing. Overall, the workshop equipped participants with the knowledge and skills to promote WASH initiatives within their schools and communities, emphasizing the importance of a collaborative approach for sustainable WASH practices.

WE REACH organized a WASH awareness workshop in Mumias-East Sub-County, targeting Teacher Health Champions and Young Peer Persons (YPP’s) from ten selected schools for the WASH School Programme 2024. The primary aim was to introduce the WASH project in Primary Schools and enhance schools' capacity to actively participate in the WASH Programme. Recognizing the need for a collaborative approach, WE REACH emphasized the importance of involving various community stakeholders in ensuring sustainable WASH practices.

On 4th April 2024, 20 Teacher Health Champions and 20 YPP’s representing ten schools attended the training session. The workshop focused on educating both teachers and students on Water, Sanitation, and Hygiene (WASH) issues, aiming to empower them as peer educators within their schools. Key objectives included fostering behavioral change among students, establishing links between hygiene practices and health, and enhancing students' understanding of key WASH issues.

The training employed a variety of interactive methods such as panel discussions, keynote speeches, group activities, simulation exercises, and film screenings. These activities, conducted in both English and Kiswahili, covered topics including WASH perspectives at local and national levels, WASH in Education, MHM, Child Hygiene and Sanitation Training (CHAST), water quality and treatment, waste management, and integrating hygiene education into the curriculum.

Furthermore, participants received practical instruction on producing liquid soap for hand washing using locally available materials. They were provided with finished soap samples and encouraged to take them back to their schools. Feedback from participants was overwhelmingly positive, with many expressing appreciations for the hands-on learning experience.

Overall, the workshop served as a crucial platform for building the capacity of schools to promote WASH practices effectively. By equipping Teacher Health Champions and YPP’s with the necessary knowledge and skills, WE REACH aims to create a ripple effect within schools and communities, ultimately contributing to improved health outcomes and sustainable WASH habits.

Feedback Summary:
• Enhanced Understanding: Participants expressed gratitude for gaining a deeper understanding of WASH issues, including water quality, sanitation practices, and hygiene education.

• Empowerment as Peer Educators: Many participants felt empowered to serve as peer educators within their schools, sharing their newfound knowledge and skills with students and colleagues.

• Behavioral Change: There was a consensus among participants about the importance of striving for behavioral change among students regarding hygiene practices. They expressed eagerness to implement strategies learned during the workshop to promote positive behavioral changes.

• Appreciation for Interactive Methods: Participants appreciated the interactive nature of the training, including panel discussions, group activities, and film screenings. They found these methods engaging and effective in facilitating learning.

• Multilingual Delivery: The delivery of the training in both English and Kiswahili was well-received by participants, ensuring inclusivity and accessibility for all attendees.

• Practical Skills Development: Participants valued the hands-on experience of learning how to produce liquid soap for hand washing. They found the step-by-step guidance helpful and expressed enthusiasm for applying this skill in their schools.

• Positive Reception of Soap Samples: The majority of participants gave positive reviews of the finished soap samples provided during the training. They appreciated the opportunity to take samples back to their schools, recognizing the importance of promoting proper hand washing practices.

Lessons Learned:
• Participants gained concrete understanding of sanitation and its importance.
• There's a need to establish and strengthen hygiene and sanitation clubs in schools.
• Effective communication methods for sessions were identified.
• School teachers play a multi-faceted role in promoting WASH.
• Participatory approaches are crucial for addressing WASH conditions in schools.

Challenges:
• Lack of changing rooms for girls during menstruation.
• Insufficient education on hygiene issues for children and teachers.
• Water scarcity in schools.
• Minimal time allocated to hygiene-related issues in the curriculum.

Recommendations:
• Recognize schools with well-maintained WASH programs.
• Provide evidence of WASH program impact.
• Involve multiple stakeholders in supporting WASH programs.
• Conduct outreach programs to engage communities.
• Develop cost-effective hygiene educational materials.

Conclusion:
Addressing WASH issues in primary schools is crucial for improving health outcomes and educational attainment. Schools can serve as hubs for promoting good hygiene practices within communities. Engaging students as champions of hygiene promotion is key to fostering behavior change. Implementing and monitoring WASH initiatives should involve all stakeholders, with teacher Health Champions playing a central role.

Next Steps:
• Implement recommendations to address identified challenges.
• Monitor and evaluate WASH programs for effectiveness.
• Share best practices with other schools and communities.
• Continuously update and adapt WASH initiatives to local needs and circumstances.

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