At the Lower Basic School in Yundum Barracks, certain WASH practices thrive due to the school’s setting within the military community and the surrounding support systems. The establishment is equipped with permanent restroom facilities that cater to both students and staff. There exists a strong routine for cleaning, aided by support personnel and overseen by the school administration. Students generally have a solid understanding of fundamental hygiene practices, particularly hand washing, which is emphasized during school assemblies and after engaging in physical activities. The security of the school premises contributes positively, reducing the risk of vandalism to WASH facilities. However, noticeable deficiencies are present. Hand washing stations often lack a steady supply of soap, and the availability of water can fluctuate, especially during times when supply issues arise in the barracks. Some of the toilet facilities are in need of repair, and they are not entirely suitable for younger students or accessible for those with disabilities. Moreover, there is limited structured involvement of students in managing WASH initiatives, and the documentation related to WASH oversight is informal. As the head of Yundum Barracks Lower Basic School, I have actively worked to enhance WASH systems by organizing routine sanitation activities, collaborating with the School Management Committee and military leaders concerning maintenance matters, and encouraging teachers to weave hygiene education into daily activities. Additionally, I have been involved in initiatives that appoint student leaders to manage cleanliness and promote responsible usage of facilities, especially among younger students. The aspect of the unit that prompted the most profound reconsideration on my part was the emphasis on equity and inclusion within the WASH framework. It led me to critically evaluate how our younger students, particularly girls and those with special needs, interact with the WASH facilities at our school. I recognized that merely having facilities is insufficient; they must also provide safety, accessibility, appropriateness for different age groups, and maintain the dignity of all students. As a leader in WASH, I am committed to implementing the following specific initiatives:
1. Establish a School WASH Committee that encompasses teachers, students, members of the School Management Committee, and a representative from the barracks community.
2. Launch a straightforward WASH monitoring log to observe the availability of water, standards of cleanliness, and supply levels of soap.
3. Seek support from the Gambia Armed Forces and partner organizations to enhance child-friendly and inclusive WASH facilities