Hygiene

HOW TO REACH THE STARS

Dear School Principal,
I am delighted to present to you the WASH in Schools (WinS) Three Star Approach
Implementation booklets. These booklets shall walk you through the necessary requirements
to properly implement the WinS Program of the Department of Education (DepEd).

Healthy learners are better learners. The foundations of health should be laid down in every
school – among which are water, sanitation and hygiene or WASH. Addressing WASH in Schools
prevents the most common illnesses among school-age children, develops positive behavior
and life skills and helps them to learn better and thrive – ultimately affirming their right to
health and education. This is the rationale behind the Department of Education WinS Policy
and Guidelines (DepEd Order No. 10, s. 2016) that sets into motion the mechanisms to ensure
that Philippine schools promote health-seeking behaviors not only in principle but more
importantly in practice.

The WinS Booklets offer concrete steps that schools can take to realize this policy. It is
anchored on the global concept of the Three Star Approach that helps to prioritize doable
essentials to start off and guide your journey to reach the national standards for WinS –
one step at a time.

As we strive to provide our learners with quality, relevant and accessible education, let us
work together to make positive changes in our learning environments. By working together for
health and education, we contribute to the attainment of our common dream for all Filipinos
to have better lives and thrive in an equitable society.

Leonor Magtolis Briones

Secretary / Department of Education
 Why Reach The Stars? 05

Three Star Approach

Criteria for Hygiene 06

How to Improve? 07

Hygiene Hygiene Hygiene Hygiene

Activities FAcilities Supplies Information
08 14 22 26

School-Based
Management 30

3
 POLICY OBJECTIVE FOR HYGIENE,
DepEd ORDER NO. 10, S. 2016:

“All learners in school shall perform

supervised daily group handwashing
with soap and toothbrushing with
fluoride, while a system and support
mechanism for effective menstrual
hygiene management shall be
ensured in all schools.”

4
Why Reach
the Stars?
REACHING THE STARS WILL ALLOW YOU
TO REALIZE THE FOLLOWING:

HYGIENE PRACTICES
LEARNERS acquire individual hygiene habits formed by daily group
hygiene activities.

GIRLS practice proper menstrual hygiene in a supportive school environment.

ALL TEACHERS integrate hygiene practices appropriately in their class activities.

THE SCHOOL COMMUNITY work together to reinforce hygiene habits in-school

and at home.

THE SCHOOL ENVIRONMENT enables learners to correctly practice

daily hygiene activities.

SCHOOL PERFORMANCE

LEARNER'S WELL-BEING: With better hygiene and health, learners can

concentrate on learning and carry themselves more confidently among their peers.

IMPROVED ACCESS: Absenteeism and truancy are reduced because:

› t here are lesser incidences of tooth pain, stomach pains, cough and colds,
and other issues related to lack of hygiene.
› menstruating girls are able to manage menstruation.
› bullying and harassment are prevented.

IMPROVED LEARNING:

Learners participate better in class activities!

5
 Three Star Approach Criteria: Hygiene
Activities | FAcilities | Supplies | Information
Daily SUPERVISED group handwashing
with soap for all children is led by
teacher/s.
Regular supply of soap for handwashing.
At least one functional group
handwashing facility with soap.
Daily SUPERVISED activity of tooth-
brushing with fluoride toothpaste for
all children is led by teacher/s.
Regular supply of fluoride toothpaste
for the toothbrushing activity.
Repair and maintenance requirements
are reflected in the School Improvement
Plan (SIP) and Annual Improvement Plan
(AIP).
Soap, toothbrush and toothpaste
are provided by the school through
DepEd funds only (i.e. MOOE).
MENSTRUAL HYGIENE MANAGEMENT (MHM)
Sanitary pads are accessible
in the school.
6
HANDWASHING
Daily SUPERVISED group handwashing
with soap for all children is led by a
mix of teachers and learners.
Regular supply of soap for handwashing.
Pupil to group handwashing facility
with soap ratio of 1:200 for one shift.
TOOTHBRUSHING
Daily SUPERVISED activity of tooth-
brushing with fluoride toothpaste for
all children is led by a mix of teachers
and learners.
Regular supply of fluoride toothpaste
for the toothbrushing activity.
ENABLERS
Repair and maintenance requirements
are reflected in the School Improvement
Plan (SIP) and Annual Improvement Plan
(AIP).
Soap, toothbrush and toothpaste
are provided by the school through
DepEd funds complemented by
external partners.
Sanitary pads are accessible
in the school.
There is information on proper
disposal of sanitary pads in the
girls toilet.
DepEd approved IEC materials on
menstrual hygiene management for
teachers are available.
Daily SUPERVISED group handwashing
with soap for all children is led by
student leaders.
Regular supply of soap for handwashing.
Pupil to group facility with soap ratio
of 1:100 for one shift.
There are individual handwashing
facilities with soap in strategic areas
in the school (e.g. near canteen/eating
areas, play areas and toilets).
The practice of individual
handwashing with soap is done
during critical times.
Daily SUPERVISED activity of tooth-
brushing with fluoride toothpaste for
all children is led by student leaders.
Regular supply of fluoride toothpaste
for the toothbrushing activity.
Repair and maintenance requirements
are reflected in the School Improvement
Plan (SIP) and Annual Improvement Plan
(AIP).
Soap, toothbrush and toothpaste
are provided by the school through
DepEd funds complemented by
external partners.
Sanitary pads are accessible
in the school.
There is information on proper
disposal of sanitary pads in
the girls toilet.
DepEd approved IEC materials on
menstrual hygiene management for
teachers and learners are available.
There is a rest space/changing room
for MHM that is secure, private and
comfortable (not necessarily in the CR).
How to Improve?
SCHOOL

4 1
Get Recognition Knowing
and Strive for NO STAR Your Star Level
Three Star
Preparation
› Gather School WinS
Technical Working Group
› Orient or review the indicators
GET ACTIVE & and Three Star steps
3 IMPROVE YOUR
STAR LEVEL
Self-Assessment
› Check 5 crucial WinS criteria
Level Up: › Complete and submit the
monitoring form to the system:
Implementation of www.deped-wins.sysdb.site
Actions to Improve
on the Criteria

2
Get Results
SCHOOLS NO STAR
DIVISION
Validation
Technical Support
Recognition

5 CRUCIAL WinS CRITERIA

GROUP
SAFE GENDER HANDWASHING DAILY GROUP ACCESS TO
DRINKING SEGREGATED FACILITY HANDWASHING SANITARY
WATER TOILETS WITH SOAP ACTIVITIES PADS

7

Hygiene
Activities
Three Star Approach Criteria
Daily SUPERVISED group handwashing
with soap for all children is led by
teacher/s.
Daily SUPERVISED activity of tooth-
brushing with fluoride toothpaste for
all children is led by teacher/s.
8
Conducting daily group hygiene
HANDWASHING
Daily SUPERVISED group handwashing
with soap for all children is led by a
mix of teachers and learners.
TOOTHBRUSHING
Daily SUPERVISED activity of tooth-
brushing with fluoride toothpaste for
all children is led by a mix of teachers
and learners.
Group activities establishes
norms among learners.
activities will allow them
to develop routines, which
ensures the practice
of healthy hygiene
behaviors in the long run.
Daily SUPERVISED group handwashing
with soap for all children is led by
student leaders.
The practice of individual
handwashing with soap is done
during critical times.
Daily SUPERVISED activity of tooth-
brushing with fluoride toothpaste for
all children is led by student leaders.
What Activities
Do I Need to Do?

DAILY GROUP HANDWASHING DAILY GROUP TOOTHBRUSHING


Handwashing has been recognized as the most Toothache impacts on food intake because eating is
important step in avoiding illness and preventing painful. It disrupts sleep, negatively impacts quality of
the spread of germs. life, 2 and is the main reason for absenteeism in schools. 3

Scientific research gathered in several studies According to the WHO, toothbrushing with fluoride tooth-
showed that handwashing with soap can reduce paste is the most realistic way of reducing tooth decay.
the rate of diarrhea by 47 % and respiratory Research has shown that school-based toothbrushing
illness by 30 %.1 leads to a 40 % to 50 % reduction in new tooth decay.4, 5

YS WA SH
YO U SH OU LD ALWA
How to Organize YO UR HA ND S W IT
AT TH ES E CR IT IC
H SO AP
AL TI ME S:

the Activities?
› S chedule hygiene activities per classroom. Depending
on your number of group washing facilities, consider !
Af ter us ing the toi let
shifting or doing the activities (group handwashing
and toothbrushing) by batches to allow all learners to
perform the activities.
› S chedule the hygiene activities as much as possible
during critical times. Doing the hygiene activities on nd lin g foo d!
Be for e ea tin g & ha
a daily basis creates a routine. It’s important that you
do the activities to form habits among learners.
› Integrate hygiene activities in the classroom schedule
at the same time everyday. One class should be able
to do activities in 10 minutes. Af ter ha nd lin g pe ts!
› S ongs and chants can support the conduct of hygiene
activities.
› A s learners get used to doing the activities, student
leaders may be asked to lead the activities.
Af ter pla yin g!

9
 POINTERS: DAILY GROUP HANDWASHING

› A ll children will wash their hands with soap at least

once a day in school as a group activity. The best time
to do this is before eating at recess or at lunch time.
› Make soap available at the group washing facility all the
time. Soap can be placed in a net or stocking and tied
to the facility. In cases where soaps are lost or stolen,
homeroom teachers can store the soaps when not in use.
› T he teacher can assign and train learners to help
their classmates conduct the handwashing activity in
an organized manner. A student leader can use a
whistle, for example, as a signal to form lines or to
go to the facility.
› Water is only needed at the beginning to wet hands and
at the end to rinse hands. Close the water in between
while children lather their hands.
› A fter about a week, children get used to this procedure
and the role of the teacher will be limited to supervision.
› T he teacher should remind the children to wash their
hands with soap after using the toilet, after playing,
before handling food and before eating.
› E veryone can join the global movement for handwashing
with soap. All you have to do is make it a habit in your
own personal and professional life, talk about it among
family members, friends and colleagues.

PRACTICE: HOW TO WASH YOUR HANDS

1 2 3

Apply soap, create lather and Rub palms together and Rub the backs of fingers and the
rub all surfaces for 20 seconds. interlace fingers. fingertips against the opposite palm. Dry hands
in the air.
4 5 6 Do not use a towel.
Towels become a
source of infection
after the first
use.

Grasp thumb and rub with a Rub left palm against the back Rinse hands with
twisting motion. Repeat for of the right hand and vice versa. running water.
other thumb.

10
 POINTERS: DAILY GROUP TOOTHBRUSHING

› I deally, children should brush their teeth at least

twice a day, after having breakfast and before
going to bed.
› S chool learners are encouraged to learn the habit
in school by brushing their teeth at least once a day
as a group activity.
› T he teacher can assign and train student leaders
to help their classmates conduct the toothbrushing
activity in an organized manner.
› A fter a week of practice, both group hygiene activities
of handwashing and toothbrushing should not take
longer than ten minutes of each school day.
› C hildren are encouraged to be hygiene champions
and to motivate their parents and siblings to brush
their teeth twice a day.

PRACTICE: HOW TO BRUSH YOUR TEETH

1 2 3 4

2
min
If you are using a tube of There is no need to Spit the toothpaste out. Wipe you mouth using your
toothpaste, squeeze a pea-sized rinse the mouth before brushing. Do not rinse your mouth. hands with some water.
amount onto the toothbrush. Brush all teeth, especially your
This can easily be done by molars, for two minutes.
applying the paste across the head
of the toothbrush. When using a
dispenser, remove the two locks 5 6 7
from the toothpaste dispenser
and pump the plunger until the
toothpaste comes out. Replace
one lock before using. Press the
dispenser once to
apply a drop of
toothpaste
onto a dry Rinse your toothbrush with Feel with your tongue if all Return your toothbrush to the
toothbrush. clean water. teeth are smooth and clean. toothbrush holder.

11
 TIP

SCHOOL-BASED MANAGEMENT

Gather support of your teachers

and other school personnel
in conducting the hygiene
activities by orienting them and
planning together with them.

FREQUENTLY ASKED QUESTIONS

Why do we have to wash hands with soap? Soap lather allows the dirt to be rubbed off
the hands more effectively than with water alone. Proper handwashing requires soap and
uses only a little water. Soap will clean the hands from oil and dirt, which contains germs.
If used correctly, all kinds of soap are just as effective for removing germs.

Why is it important not to rinse the mouth after toothbrushing? Rinsing will reduce
the positive effect of the fluoride on your teeth. If you feel a need to rinse out the food
particles, brush your teeth and rinse, then brush teeth again with fluoride toothpaste,
spit out the toothpaste and don't rinse. 6

Is toothpaste safe to swallow? Toothpaste is not intended to be eaten and children

should spit out the toothpaste. However, it is known that children will always swallow
some toothpaste, but even when they do so, it is harmless.

What is a good technique for brushing your teeth? Children usually concentrate only
on front teeth and forget to brush the molars. Therefore, it is important to train children
to brush their teeth in a sequence that covers all tooth surfaces with particular attention
to the molars. Research shows that no technique is superior to the other. 7

1 2 3 4

12
13
 Proper hygiene
can only be practiced and

Hygiene
nurtured into habits with facilities
that are available, accessible,
and appropriate. Thoughtfully
constructed and well-placed
hygiene facilities are used

Facilities
more often and make it worth
the effort to be clean.

Three Star Approach Criteria

HANDWASHING
At least one functional group Pupil to group handwashing facility Pupil to group facility with soap ratio
handwashing facility with soap. with soap ratio of 1:200 for one shift. of 1:100 for one shift.

There are individual handwashing

facilities with soap in strategic areas
in the school (e.g. near canteen/eating
areas, play areas and toilets).
MENSTRUAL HYGIENE MANAGEMENT (MHM)
There is a rest space/changing room
for MHM that is secure, private and
comfortable (not necessarily in the CR).

14
What Facilities
Do I Need?

INDIVIDUAL HANDWASHING GROUP WASHING FACILITIES REST SPACE AND/OR

FACILITIES
One important element to practicing
the habit of handwashing at critical
times is the availability of functional
wash stations.
CHANGING ROOM FOR
Group washing facilities make
MENSTRUAL HYGIENE
it possible for 1 classroom to
MANAGEMENT
conduct the group handwashing
and toothbrushing drills in less Provide a space that can be used
than 10 minutes. by girls to rest and recover from
menstrual pains. Facilities should
Group washing facilities make it
be equipped to ensure girls get
unnecessary for learners to queue at
the comfort and privacy they need
individual washing stations, especially
during their period.
during recess and lunch breaks.
Group washing facilities saves time.

POINTERS: BUILDING INDIVIDUAL HANDWASHING FACILITIES

Water
Soap

FACILITY
GARDENS BUILT NEAR:

› Wash stations should be built near areas where it is

critical to wash your hands, such as: toilets, canteens
and eating areas, play areas, gardens.
› T he wash station should be accessible, appropriate CANTEENS AND
to the height of the learners, and supplied with water EATING AREAS PLAY AREAS TOILETS
and soap.

15
 POINTERS: CONSTRUCTING GROUP WASHING FACILITIES

Feature: The facility should accommodate at least Drainage: Ensure proper drainage. Maintain them
10 learners at a time. by periodically checking for leaks or clogs to avoid
stagnant water or flooding. In the absence of a drainage
Number of Facilities: To get started, build at least
system, wastewater may be drained into plant boxes
one facility to reach Star 1. Increase the group facilities
or soak pits (dug holes of about 1 x 1 x 1 meter in
to a ratio of 1 facility: 200 learners to achieve Star 2,
dimension and filled with stones and sand) adjacent
and 1:100 for Star 3.
to the handwashing facilities.
 esign: Choose an appropriate design by considering
D
Material: Facilities can be built from readily available
your school conditions, including your water source,
indigenous materials as a low cost option. Tippy taps
drainage, space and funds available.
or pipes with punched or drilled holes reduce water
Access to Water: Many schools do not have access to consumption and eliminate costs from buying and
piped water. A good solution is to have a self-contained maintaining faucets.
bucket system. Even if you already have water access,
L ocation: Building facilities close to the classroom
it is recommended to have a manually refillable water
reduces the time to perform the group activity. Proper
bucket. This assures the facility can be used even if
roofing and safe footpaths to and from the facilities
there is no running water. Consider using a reservoir
enable accessibility at all times and weather conditions.
or container to ensure constant pressure.
Constructions costs can be reduced by using existing
drainage or flower beds.
40 0 LE AR NE RS CA
N WA SH TH EI R HA
Operation & Maintenance: Assign a regular cleaning
ND S IN : and maintenance schedule for the facilities.
Community Involvement: Community involvement is the
key for a sustainable facility. The school community is a
30 4 great source of resources to build, enhance and sustain
m in m in
facilities. Engage stakeholders in the community from the
very beginning to discuss what kind of facility fits best in
tak ing tur ns
us ing 10 gr ou p fac the surrounding and to clarify roles and responsibilities.
us ing 5 fau ce ts. ilit ies
wi th 10 ou tle ts ea ch
.

IMPORTANT FEATURES: GROUP WASHING FACILITY

Additional enhancement: roof

Child 10 outlets with access from both sides. Punch hole Refillable
friendly Usable for 20 learners at the same time. diameter 1.5 mm bucket, 20 L
height

80 cm
Soap

50 cm
30 cm Additional enhancement: basin

Drainage solutions: used water collector, trough, flowerbed, gravel, sloped concrete

16
 EXAMPLE: GROUP WASHING FACILITY LOW-BUDGET SOLUTION

Water brought from home

Water source
Estimated material costs per facility
Estimated labor cost per facility
Time need for construction
Expected durability
Hanging water bottles and soap
or nearby sources BEST FOR SCHOOLS WITH:
› Low water pressure
PHP 150.00 › No water access yet
MATERIAL:
Time of parents and teachers › Used water bottles
› Wood or bamboo
1 day › Nylon rope or string
OPERATION & MAINTENANCE:
1– 2 years › Daily refilling of water bottles
› C leaning of dirty bottles
› R eplacement of broken bottles
› M onitor the cleanliness of
30 cm
bottles and replace accordingly

80 cm
Hole diameter 5 mm Not in use:
water bottles upright

10 m

wa ter
Le ar ne rs ca n br ing
me s to do the
fro m the ir ho
tiv ity at sc ho ol.
gr ou p ac

17
 EXAMPLE: GROUP WASHING FACILITY MIDRANGE-BUDGET SOLUTION “WASHaLOT”

Water source Piped water + container

BEST FOR SCHOOLS WITH:

Estimated material costs per facility PHP 3,500 (exclusive of paint) › Irregular or no water access
› Low water pressure
Minimum wage for 1 day or MATERIAL:
Estimated labor cost per facility
community volunteer › Polyvinyl Chloride or
Galvanized Iron pipe
Time need for construction 1 day (prefabricated) › Covered plastic container
› Wooden or metal legs for posts
Expected durability 5 – 8 years OPERATION & MAINTENANCE:
› Daily water refilling
› C leaning of plastic container
› D e-clogging water outlets
› Replacement of valves
30 cm and faucets
Additional valve allows
individual handwashing

Soap
90 m
Flowerbed as drainage

3.70 m

18
 EXAMPLE: GROUP WASHING FACILITY HIGH-BUDGET SOLUTION

Water source Piped water system

BEST FOR SCHOOLS WITH:

Estimated material costs per facility PHP 10,000 (for every 6 meters) › R egular water supply with
good or consistent pressure
MATERIAL:
Estimated labor cost per facility PHP 5,000
› Polyvinyl Chloride or
Galvanized Iron pipe
Time need for construction 10 –14 days
› Sand and gravel
› Cement
Expected durability 5 – 8 years › Steel bars
› Hollow blocks
› Tiles
OPERATION & MAINTENANCE:
› Cleaning of facility
At least
30 cm › B udget alloction for water supply
› Replacement of valves
and faucets

Soap

80 cm

6 m EXAMPLE:
Group washing
facility with a footbath
to perform footwashing
in preparation for
religious prayers.
19
 POINTERS: REST SPACE AND/OR CHANGING ROOM

Rest Space/Changing Room: MHM-friendly Sanitation Facilities:

› U se existing facilities in your school as a rest space
for girls experiencing menstrual pain. This could be
the school clinic or a designated appropriate space
in the school.
› T he rest space must be secure, private, and
comfortable.
› T he rest space can also be used as a changing room.
If the rest space is not suitable as changing room,
a cubicle in the toilet for girls can be assigned as
a changing room.
› S anitary pads and hot compress are ideally available
in the rest space.
› C hanging rooms should have wrapping materials
and a trash bin with cover so used sanitary pads
can be properly disposed.
Ensure that sanitation facilities, especially toilets, are
helpful for menstruating girls. These should be consistent
with WinS standards under sanitation such as:
› Gender-segregated toilets
› Toilets have
– l ocks inside of the cubicles
– f ull-height partitions without holes
– a dequate space (at least 1 x 1.2 meters)
for girls to move freely
– w rapping materials for used sanitary pads
– t rash bins with cover
– w ashing facility with soap and clean water inside
in at least 1 female toilet
– f unctional windows for proper ventilation and
privacy at the same time
– a dequate lighting
– m irror/s
› Clean the facilities every day.

AB SE NC E
RE DU CI NG GI RL S'
FR OM SC HO OL

cu ltu ra l co nte xt,

De pe nd ing on the
ol du rin g
gir ls ma y mi ss sc ho
rio ds du e to lac k of
the ir pe
ar y su pp lie s.
fac ilit ies or ne ce ss
inc re as es
Im ple me nti ng MH M
att en da nc e.8
gir ls' sc ho ol
s the ne ed for
Th is als o mi nim ize
rin g sc ho ol ho ur s
gir ls to go ho me du
m to sa fet y ris ks .
wh ich ex po se s the

20
 FREQUENTLY ASKED QUESTIONS

Can we simply use a dipper and ask teachers to pour water over
learners’ hands? A group washing facility will aid you in conducting
the activity in an organized manner. Having one will also save time
doing the activities.

We have no water access at our school. Can we still implement

the program? Yes, you can. One option is to have an elevated
refillable container, usually a water jug, water bucket or repurposed
pail, attached to the washing facility. The most basic solution is the
Tippy-Tap facility where each learner can use his or her own water
bottle to perform the exercise. Only about 250 ml of water are needed
per child per day for the activities.

What kind of facility is the best for our school? When choosing
a type of facility, you should have the following things in mind: local
materials available and resources available, access to water and
water pressure, water consumption, number of children in your school,
as well as cleaning and maintenance of facilities. No matter what kind
of facility you decide to build, the most important thing is that it is
functional. You can beautify the facility or improve the basin later on.

TIPS

SCHOOL-BASED MANAGEMENT

Organize a meeting with your School Committee or

WinS Technical Working Group to gain their support in
planning the construction of group washing facilities.

Assign roles and a budget for the operation, cleaning,

and maintenance of the facilities.

Include facility improvements in your School Improvement

Plan (SIP), Annual Improvement Plan (AIP) and Annual
Procurement Plan (APP).

Mobilize additional resources from parents and community:

› C ommunicate the school hygiene status to the LGU or
barangay, donors, and civil society groups.
› I ncorporate WinS in the Brigada Eskwela.

21
 Ensuring regular

Hygiene
supplies of hygiene
materials will enable
children to properly
conduct the hygiene
activities.

Supplies
Three Star Approach Criteria

HANDWASHING
Regular supply of soap for handwashing. Regular supply of soap for handwashing.
TOOTHBRUSHING
Regular supply of fluoride toothpaste Regular supply of fluoride toothpaste
for the toothbrushing activity. for the toothbrushing activity.
MENSTRUAL HYGIENE MANAGEMENT (MHM)
Sanitary pads are accessible Sanitary pads are accessible
in the school. in the school.
Regular supply of soap for handwashing.
Regular supply of fluoride toothpaste
for the toothbrushing activity.
Sanitary pads are accessible
in the school.

22
What Supplies
Do I Need?

SOAP TOOTHBRUSHES & SANITARY PADS

FLUORIDE TOOTHPASTES
200 g soap per learner per 2 packages of sanitary pads per
school year. This is enough for 1 toothbrush per learner per school school year available per classroom
each learner to wash hands year. 60 ml fluoride toothpaste (con- of grades 4 and above.
2 to 3 times a day in school. taining between 1,000-1,500 ppm of
fluoride) per learner per school year.
OL D?
HB RU SH : NE W OR
TH E BE TT ER TO OT
ec tiv en es s be tw ee n
er e is no dif fer en ce in the cle an ing eff ch ild re n. 9
Th s of
ru sh es in the ha nd
old an d ne w too thb us ed on ce a da y in sc ho ol
thb ru sh
Ne ve rth ele ss , a too aft er on e sc ho ol ye ar.
t 20 0 tim es ) sh ou ld be re pla ce d
(ab ou

POINTERS: STORING AND PLACING SOAPS

› S oap needs to be available at individual and group
washing facilities.
› A ttaching soap to the washing facility by hanging it in
a nylon stocking or fishnet ensures that the soap stays
in the facility, keeps it dry, and prevents it from being
dropped during the handwashing activity.
› A soap holder can also be fastened onto the facility.
Make sure that the holder drains well.
› You may choose to keep the soap in the classroom
to keep it from being stolen or exposed to the rain.
› T he school may produce their own liquid soap either
as a school, PTCA or community project.

23
 POINTERS: STORING TOOTHBRUSHES

› E ach child should have one toothbrush with a cover

per year. These are to be stored in a toothbrush holder,
ideally inside the classroom.
› E ach space and each toothbrush should be clearly
labeled to avoid mixing up toothbrushes.
› K eep the toothbrushes in school to make sure these
are always available for the daily toothbrushing activity.
Use a second toothbrush at home.

INSTRUCTIONS: HOW TO STORE TOOTHBRUSHES

1 2 3

The toothbrush holder should be easily There should be spaces between the The slots should be designed in such a way that
accessible to the children. toothbrushes to avoid cross infection. the head of the toothbrush is exposed to the air.
The cover has little holes to prevent molding.

4 5 6

Toothbrushes should be individually labeled Protect the labels from being erased As an alternative to labeling, have the
or tagged. over time. children personalize their toothbrushes for
easy identification.

POINTERS: STORING SANITARY PADS EM ER GE NC Y NA PK

IN :
TA KE ON E! BR IN G
ON E!

› S tore emergency sanitary pads in first aid kits, clinics,

guidance counselor's office, or any other pre-identified
location within the school.
› E ach class adviser may also keep a sanitary pad for Gi rls ca n br ing a na
pk in to sc ho ol an d
easy access to menstruating girls. in a “s afe ” loc ati on sto re it
. In ca se the y wi ll ne
em er ge ncy na pk in, ed an
the y ca n ge t on e. Ne
› E nsure that girls know that sanitary pads are available. the y ca n br ing a ne xt tim e,
w na pk in to sto re .

24
 FREQUENTLY ASKED QUESTIONS

When washing hands, can I use any kind of soap? Yes.

It is the act of rubbing and rinsing, not the type of soap that
physically removes bacteria from the skin. All soaps, not just
antibacterial ones, but even laundry and dishwashing soaps,
are effective in cleaning our hands. However, laundry soaps
have a stronger formula than other soaps and takes longer
and more water to rinse off.

What can we do to prevent our soap from disappearing or

getting stolen? Keep your soaps secure by putting them in a
nylon stocking and tying them to the handwashing facility. This
method also keeps the soap dry and prevents them from being
dropped during the activity. Teachers and school personnel may
opt to place the soap in a secure location when not in use.

Why is it important to use fluoride toothpaste? In many

countries, the levels of tooth decay have fallen by over 50 % TIPS
in the last 20 years. Leading experts around the globe have
agreed that this development is almost entirely due to the SCHOOL-BASED MANAGEMENT
use of fluoride toothpaste. Salt is not recommended as a
substitute for fluoride toothpaste. Allocate funds and utilize MOOE
appropriately.
Can I use a guava stick to clean my teeth? Yes. In the
absence of toothbrushes, a guava stick can be effective for Discuss with parents and local
cleaning teeth. Just don’t forget to place a drop of fluoride government the needed supplies
toothpaste on the stick. to enable hygiene practices.

Assist local partners in thinking

Can we make homemade pads or pasador available of creative ways to produce low-
instead of sanitary napkins? Yes. What is important is that cost supplies (e.g., livelihood
it is replaced with a clean one as needed (after 3 to 5 hours). project on soap-making).

25

Hygiene
Information
Three Star Approach Criteria
MENTRUAL HYGIENE MANAGEMENT (MHM)
There is information on proper
disposal of sanitary pads in the
girls toilet.
DepEd approved IEC materials on
menstrual hygiene management for
teachers are available.
26
Age-appropriate
information materials on
MHM are key to addressing
misconceptions and
stigmatization leading to
a healthy understanding
of normal reproductive
health.
There is information on proper
disposal of sanitary pads in the
girls toilet.
DepEd approved IEC materials on
menstrual hygiene management for
teachers and learners are available.
What MHM Information
Should I Provide?

INFORMATION ON PROPER IEC MATERIALS ON MHM FOR

SANITARY PAD DISPOSAL TEACHERS AND LEARNERS
Discrete disposal of waste can prevent teasing Schools provide the perfect entry point to mainstream
and bullying. information on MHM through age-­a ppropriate and
culturally-­s ensitive materials.
Improper disposal may lead to health hazards
and cause environmental harm. Acquire and make MHM materials available in school for
teachers and learners. The materials should be accessible
at a common place in the school so that learners can look
up information at any time or even bring it home.
Ensure that all information and materials come from
credible sources. Review DepEd approved books and
training materials to check your knowledge.

DIS PO SA L OF US ED SA
NITAR Y PA DS : RO LL- WR
AP -TH RO W!

1. RO LL
Rol l the use d 2. WR AP
Wr ap use d
3. TH RO W
san itar y pad s. Thr ow in the tra shb in!
san itar y pad s in pap er.
Ne ver in the toil et!
CA RE FO R HO ME MA DE
PA DS OR PA SA DO RS : KE
EP -W AS H-D RY !

1. KE EP
Kee p use d pas ado rs 2. WA SH
Wa sh wit h cle an 3. DRY
to bri ng hom e. Han g hom em ade pad s or
wa ter and soa p.
pas ado rs in the sun to dry
.

27
 What Key Hygiene Messages
Should Be Emphasized?
LEARNERS
› Everyone should always wash their
hands with soap during critical times: responsibility for the formation of
– After using the toilet
– B efore eating and handling food
 – After handling pets
– After playing
› Wash your hands with soap and
water for at least 20 seconds
following proper techniques.
› E veryone should brush all surfaces
of their teeth especially the molars – Critical times for handwashing
at least twice a day.
› A ll girls go through menstruation.
It is a sign of normal growth and
development.
› G irls can keep themselves clean and
comfortable during menstruation by:
– bathing
– using sanitary pads
– r eplacing sanitary pads as often
as needed (every 3 – 5 hours)
› W hen inside the toilet, dispose used
sanitary pads by rolling, wrapping,
and throwing in the covered trash
bin, not in the toilet bowl, drainage,
or outside toilet premises.
› T he spread of fecal germs starts
with open defecation and end up
being ingested by humans through
contaminated hands, food and
water. This is why we need to wash
our hands after using the toilet and
before handling food.
28
PARENTS TEACHERS
› T he home has the primary › H aving good hygiene habits is one of
the most effective measures to promote
children’s hygiene habits such as good health. This is part of ensuring
handwashing, toothbrushing, and the readiness of children to learn.
managing menstruation.
› G roup activities develop healthy hygiene
› T he school provides chances to habits and social norms. The activities
form hygiene habits as part of have to be seamlessly integrated in
learning events. daily class / school activities.
› P arents should also be › C oncepts on menstrual hygiene has
knowledgeable of the following: to be learned by both girls and boys.
› H ygiene promotion reinforces disaster
– H andwashing and toothbrushing
risk reduction as it builds resilience
techniques
among pupils and reduces their vulne-
– How fecal germs spread
rabilities in the event of emergencies
– Menstrual myths
and crises.
– Proper sanitary pad disposal
WH Y WE NE ED TO
Fingers
WA SH OU R HA ND S?
Flies
Mouth
Food
Feces
Fields
Fluids
TIPS

SCHOOL-BASED MANAGEMENT

Display hygiene messages in

key areas (toilets, canteens,
near washing facilities, etc.).

Hygiene messages can be

painted on walls as part of
beautification projects to
help reinforce habit formation.

FREQUENTLY ASKED QUESTIONS

How can we encourage an open discussion on MHM? A first step is

for teachers to go through training, so that they are confident with their
knowledge and able to share it with learners. When teaching to girls
and boys, it's important to make sure that they understand that this
is normal and healthy, and to try to elicit empathy and understanding
from the learners. Providing an opportunity to ask anonymous ques-
tions will also help to foster an open and honest discussion on MHM.

Do we need to provide information materials for boys as well?

Yes, boys have questions about their own changes and about the
changes girls go through during puberty. It's important to provide both
girls and boys with this knowledge.

What are the common misconceptions about menstruation and

how do we address them? 10

WRONG RIGHT

Y ou ca n not ta ke a Bathing and washing are good habits to

maintain proper hygiene during your
bath when you have period. Being in water may help prevent
you r period. infection during menstruation.

Eating sou r or Eating sour or salty foods will not stop your
period. Neither will drinking cold liquids.
sa lty foods ca n stop You should eat whatever makes you feel
you r period. good, including healthy choices.

Y ou shou ldn’t ru n or move You do not need to reduce your movements.

Increasing physical movements may actually
a rou n d too mu ch when reduce pain. If you have cramps and feel like
you have you r period. having more rest, listen to your body's needs.

Menstruation is not a disease or an impurity,

Menstrual blood is dirty. it is a natural biological experience of
women and girls.

29

School-Based
Management
Three Star Approach Criteria
Repair and maintenance requirements
are reflected in the School Improvement
Plan (SIP) and Annual Improvement Plan
(AIP).
Soap, toothbrush and toothpaste are
provided by the school through DepEd
funds only (i.e. MOOE).
30
ENABLERS
Repair and maintenance requirements
are reflected in the School Improvement
Plan (SIP) and Annual Improvement Plan
(AIP).
Soap, toothbrush and toothpaste are
provided by the school through
DepEd funds complemented by
external partners.
The school head
plays a crucial role in
ensuring that the basic
requirements and
standards of the
policy are met.
Repair and maintenance requirements
are reflected in the School Improvement
Plan (SIP) and Annual Improvement Plan
(AIP).
Soap, toothbrush and toothpaste are
provided by the school through
DepEd funds complemented by
external partners.
 What Leadership Tasks
Do I Need to Do?

ORGANIZE THE TEAM KNOW THE SITUATION WORK ON SYSTEM-WIDE CHECK AND REPORT
SOLUTIONS ON PROGRESS

ORGANIZE THE TEAM

Important to the SBM practice are the principles of WIN

S  3-­‐STAR  MATRIX
“shared governance, accountability, transparency and
WINS  3-­‐STAR  M
Cansilayan  Elem  FOR  SCHOOLS
entary  School,  
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strengthening of community channels to facilitate
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ter
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ater     Water  
T es0 ng       ★   Water  for   ★  
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of  Toil ★  ets    
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Segregated  Toil
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★★  
★★★  
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ilets  for  
Wa
To
sh   F acility  for  
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W
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3 -­‐STAR
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Wa ter
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Working with the school team creates a network
Safe  
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★★ ★  
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★★
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★★★   ★   Wa
Wash sh      FFFaci aci lity  fffor   le  Soap      ★★★   Facility    ★★  
To
Toile
To ilets  
ile ts        ★
ts   ★★★
★ ★★      
★★ MH
aci Aclity lity0v    ity or  
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Sa MH
MHM   M   ★
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Safet
Sa fety  
fet y  o
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★★      
washing  Prac0c Gr ou p   FaT oocilith-­‐ du al   H an d-­‐
Toile ts  ffor  
for   ty    ★★   Available   ★★★  
To
Toile
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D
Disaisa ble
ble d     Da e    ★★   brushing washTing
To ilets  
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★★
★★★    
  ★★
★★
★★★   ★  
★  
isa ble d  
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  Daily
Da
To
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  C
C lea
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ning   g  
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f   Fu
Fund nd
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wash
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Ind
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d-­‐ Group  Tooth-­‐
  A c0 vity    ★   brush
 &  past★★
oo  th-­‐ F aci
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lity    
To
Toile ilets   ts  
ts        0 0      SSStar
0 tar      
tar ★★
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Available  Tooth-­‐
Bu ★★ ★  
★    Ac0      vity  Fu
Burni
Bu rning
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f  W W ast
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★★ ★     ★nd   ing
bru   o
sh f     S up
&  past plies  
Wast e               Se
e   Se gre
gre ga ted ★★ ★   e      
★ ★★Sa nit
  ary   P
★★
★★★  
★★
Segrega gated ted      TTTras rash  
ras h   Wa
Waste
WinS  in  SIP/AIPDis ★   ads      ★★★  
★  
★   Bin h   Wa ste            SSSeg
ste eg
egreg reg
rega0 a0 on
on             Ga
      poFusal nd  oing f  S  an
Bins  
Bin s        ★
s   ★★  
★ ★  
★   a0on Garba
Ga rba
rbage ge
ge            C
C oll
oll★★
Coll ec 0o ★   n  
of  ita  Sup ry  plies   IEC    Sa
Mnit ateary
Se
Sep0
★★
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Dispo ★★
★★
★★sal
 Review the hygiene Three-Star Report
ec
ec0o 0o
       of  Sanitary   IEC
n  
n         Pa 1 ds     ★ ★★ ★     MHM    ★★  
rials    Pad for  s      ★Re ★★ st  
  S pa ce  for  MHM    
Se p0c  
p0 c  TTTan
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ank   k  
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★★★ ★★
★★       Dr  Materials  for   ★★★  
Drain
Dr ain
ainag ag
age   e   ★
e        ★
★★★ ★★
★★       System tem    ffor   Dewo Pads with the School WinS Technical Working Group (TWG)
rm    ing ★★★   Rest  Space  for  
Hy gie Sys
Sys tem or   F
F loo d     Se mi MH
-­‐an M  
nual    ★★   Pupil M HM    
Hy giene
Hygie ne
ne Gr
Grou
Gr oup  
 for  Floo lood   d       Fo Food
Fo od      H
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p   Han
H and-­‐w
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dle rs        ★
rs   ★★★
★ ★★       Deworming    ★★★  
★★ s    Deworm ★★★  
Ac
Ac0v 0vity
d-­‐w
ity            ★
ashing
ash ing       Av
ing Avail
Av ailab
ail able  
ab le  SSoa
le   Soa oap   p   ★
★★★
p              ★ ★★       Gr
★★ Gr ou p   H
★★
★★★   ★  
★  Deworming Semi-­‐annual   or School Governing Council. ★★★  
ed    
Ac 0v ity ★      
★ Grou oup  
p  H Han an
and-­‐wash d-­‐w
d-­‐w ash
ash ing
ing
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  Indivi ivi Dedu al  
Pu pil s    Dewormed    
Fa cili ty   Ind ividuHe du wo
al  
al  H H
Hrm
alt an
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h  d-­‐    ★★★  
d-­‐
Ind
Fa
Facili cility   ty        ★ ★★  
★ ★  
★   wash
wa sh ing
an d-­‐ IEC  Materials   ★★  ★★   ★★   Organiz
Indivi
Ind ividu
ivi dual  
du al  
al  H Han and-­‐ d-­‐ wa shing ingEd      uc
FFFaci a0lity
aci
aci lity
lity on             ed  Teams    
wa
wa
washing sh
sh ing
ing    P   P
Pracrac0c
rac
H an
0ce  
0c e  
d-­‐
 
 
e    ★★   bru ★
★ ★  
★   bru
Gr
Gr
Gr
sh
ou
ou
ou
ing
p  
p  
p   T
T
T oo
oo
ooth-­‐ th-­‐
th-­‐ Avail
Av
Av ailab
ail ab
ab le  
le  
le  Too T
T oo
oo
Edth-­‐
He
th-­‐
alt h   IEC ★★
★★
★★  M★   ★  
★  aterials    ★★★  Identify the hygiene indicators that are rated low. Le arn
  ing
2 ★★★  
INSET    ★★★  
brush shing ing      A A
Ac0 c0 vit
vit
c0vity      ★ y  
y     ★   bru sh    & uc
th-­‐ a0 on Or  
ga   M niz ate ed ria   T ls  
ea  
ms     Advocac
Wi
WinS
Wi nS      iiin  
★     bru brush sh   &  
 
&  paste   p
p ast
ast e    
e      ★ ★
★★★ ★★
★★       Learning    Mate
These signify the needed improvement – i.e. hygiene ★★★  ★★★   INS y   ET f or  
   ★★★   Extra  Curr
icular  
nS n  SSSIP/
n   IP/AIP
IP/ AIP                   Fu
AIP Fu
Fund rials     Parents    ★★★  
nding
nd ing      o
ing o f  
f        SSSup
up
Dis
★★
★★★  
★★ ★  
★  
of  
★  
★  
uppli pli
plies   es  
es         Sa Sa
Sa nitary
nit
nit ary    P
ary P ad
ad
 Pads          ★ s  
s       ★
★★★ ★★  
★★    
Legend ★★ supplies, activities, facilities, or information to be
★  
Advocacy  for  
Parents    ★★★  
Ex tra   C urr icular  
Ac0vi0es    ★★★
 
Dispo
Dis posal
po sal      o
sal of  
o f  SSSan anita itary   ★     0  Star
Ac0vi0es    ★★★
Pa
Pa
Pads ds
ds          ★
 
f  
★★★
★
an
★★      
★★
ita ry   IEC
ry   IEC      M
IEC M
M ate
ate
ate ria
ria
ria ls  
ls  
ls  for   Ref
for  
or   Re
Rest   st  
st  SSSpa pace ce
Legend
     fffor  
or      1   Star provided. Look closely at the rating of the three crucial
  2  Stars  
MH M      ★ pa ce   0  SM M HM
HM            
HM   3  Stars
 ★
MH M   ★   or   M tar
MHM   ★★  
De
Dewo
De worm
wo rming
rm ing
ing Se mi
★   ★★
★★
★★  ★   ★  
★  1  Star
  2  Stars
   3  Stars
hygiene indicators: group handwashing facilities, groups
Se
Semi mi-­‐an -­‐an
-­‐annu nu al  
nual   Pupil
De
De
Dewo wo
worm rm
rming ing
ing            ★ ★
al  
★★★ ★★      
★★
Pu
Pu pils  
pil s  
s        D
D
★★
ew
eworm
Dew ormed
orm ed            
ed handwashing activities and access to sanitary pads.
★★
★★★   ★  
★  
He
Healt
He alth  
h   IEC    M
alt h   IEC  M ate ria ls   ★★★
Ed IEC Mate ate ria
ria ls    ★
  ★★     Or
Ed uc
uca0
a0on
Educa0 on
on ls     ★ ★★   Orga Or ga
ganiz niz
nized ed
ed      TTTea eams
ea ms            
ms INS
INS
INSET ET ★
ET            ★ ★★  Discuss the factors causing incompliance to 3
Learn
Le arn ing ★★
★★★  
★★ ★  
★   ★★★ ★★      
Le arning ing            M
Mate
M ate
ateria rials  
ria ls      
ls     Ad
Ad vo cac hygiene indicators. If needed ask other teachers and
★★
★★★  
★★ Advo vocac cacy   y  fffor  
y   or   Ex
★  
★   Pa or   Extra
Ex tra      C
tra C urr
Curr
urricu icu lar
lar      
Paren
Pa rents   ts        ★
★★★ icular
Le
Lege
Le ge
gend nd
nd
ren ts   ★ ★★      
★★ Ac
Ac0v
Ac 0v
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31
 THREE CRUCIAL HYGIENE INDICATORS
GROUP
HANDWASHING
FACILITIES
WORK ON SYSTEM-WIDE SOLUTIONS
1  Set hygiene improvement objectives and targets
› P rioritize targets based on the consolidation and
analysis of gaps and capacities. Put on top those that
are both “important and urgent”. Remember to give
attention to the three crucial hygiene indicators.
2  Identify strategies to address challenges
› Refer to the relevant pointers in the other chapters
of this hygiene booklet.
› S elect strategies that will resolve two or several
hygiene improvement objectives at the same time.
› Identify specific activities, implementation dates
and accountable school personnel.
› T here are some cases where the solution to improve
the hygiene situation in the school is beyond the
school’s control. This situation calls for the technical
assistance of the Schools Division Office (SDO).
List the support that the school would need from
the SDO. Discuss the requirements and agree on
actionable items. Other possible strategies and
actions are provided below and on page 33.
EXAMPLE: IDENTIFY STRATEGY
0 STAR
SCHOOL HYGIENE REPORT: 0 STAR
› Twice a week group handwashing activity
CHALLENGES / HINDERING FACTORS
› L imited recess time to have all learners
undergo handwashing activity
› O nly 20 learners can perform group
hygiene activities at the same time –
given that the school only has two (2)
group handwashing facilities.
32
GROUP ACCESS TO
HANDWASHING SANITARY
ACTIVITIES PADS
3  Institutionalize actions for improvements
› A djust the regular school plans to accommodate the
solutions to improve the hygiene situation in the school.
This may be the annual Implementation plan if the
improvement actions are within a scope of one year;
or the School Improvement Plan (SIP) for long-term
solutions.
› R eflect the requirements in the APP.
› A djust the class schedule and school calendar
to accommodate important activities, such as
group handwashing.
HYGIENE TARGET: REACH 3 STAR LEVEL BY
› I ncrease group handwashing activity from
2 days to 5 days a week.
› C onduct group toothbrushing activity once daily.
RESOLUTION
› B uild and sustain additional four (4) low-budget
group handwashing facilities to enable 60 learners
to do group hygiene activities at the same time.
STRATEGY
› Integrate the requirements in the regular school
projects and agenda of stakeholders.
SPECIFIC ACTIVITIES
› I nclude the handwashing facility requirements
in the “Brigada Eskwela” plan.
› C ommunicate to PTCA the need for manpower
for the regular maintenance of the facilities.
› E mpower children's clubs to perform health
and hygiene promotion related tasks such as
assigning them monitoring activities.
 OTHER STRATEGIES AND ACTIVITIES THAT CAN BE USED FOR HYGIENE REQUIREMENTS
SUGGESTED STRATEGIES SAMPLE ACTION / ACTIVITIES

› 
U se of regular school
› U se regular MOOE for hygiene improvements.
resources.

Resources for › 
Work with the team of ›  A ssign roles.
hygiene supplies parents and/or local ›  D iscuss the school's hygiene conditions with the PTCA, local government,
and facilities government to mobilize or other NGOs or civil society groups.
(maintenance local sources. › A dvocate for the integration of hygiene improvements in the regular PTCA plan.
and operations)
› Integrate in regular › I ntegrate requirements to achieve Three Stars.
school projects / ›  D evelop a Continuous Improvement (CI) project on the hygiene
programs. component of WinS.

Maintenance › D iscuss situation during parents assembly.

› 
A dvocate to community
of hygiene › O rganize maintenance teams composed of parents and/or learners.
stakeholders.
facilities › 
A ssign a budget for the operation, cleaning, and maintenance of the facilities.

› I ncorporate critical activities in the class schedule.

Hygiene › 
M obilize teachers
› R einforce the value of the activities in the lessons in Health, Science and TLE.
activities and learners.
› A djust class schedule to accommodate hygiene activities.

CHECK AND REPORT ON PROGRESS

1  Check regularly for completed actions based
on the timeline of the WinS improvement project.
› D etermine achievement of targets based on identified
milestones.
› A ssign the monitoring to the existing school monitoring
team or a sub-committee of the School WinS TWG.
2  Update the monitoring system based on actions
made to see whether the star rating of your school
has improved.
3  Provide feedback and celebrate the progress
on WASH in Schools.
› P rovide reports on what has been done during regular
school stakeholders' meeting or assembly.
› G ather school community to celebrate key moments of
WASH in Schools, such as Global Handwashing Day,
and World Toilet Day.
› A cknowledge the contribution of various stakeholders.

33
 BIBLIOGRAPHY IMPRINT

1 Curtis, V., and S. Cairncross. “Effect of Washing Hands with Department of Education
Soap on Diarrhoea Risk in the Community: A Systematic Review.” DepEd Complex, Meralco Ave.,
The Lancet Infectious Diseases, 3, 275-281 (2003). https://doi. Pasig City, Metro Manila
org/10.1016/S1473-3099(03)00606-6 Philippines

2 Duijster, D., Seiham, A., Hobdell, M.H., Itchon, G., Monse, B.
“Associations between Oral Health-related Impacts and Rate of
Weight Gain after Extraction of Pulpally Involved Teeth in Underweight
Preschool Filipino Children.” BMC Public Health. 2013, 13:533.
3 Araojo, J.R. Philippine Country Report on School Health Promotion
Programme. 2nd Asian Conference on Oral Health Promotion for
School Children, Prospects for our Future Generation. 2003,
Ayutthaya, Thailand: Thammasat University, 103-110.
4 Adyatmaka, A., U. Sutopo, P. Carlsson, D. Bratthall, G.N. Pakhomov,
and WHO Oral Health Programme. “School-Based Primary Preventive
Programme for Children: Affordable Toothpaste as a Component
in Primary Oral Health Care. Experiences from a Field Trial in
Kalimantan Barat, Indonesia.” WHO IRIS. 1998.
www.who.int/iris/handle/10665/64118
5 Curnow, M.M.T., C.M. Pine, G. Burnside, J.A. Nicholson,
R.K. Chesters, and E. Huntington. “A Randomised Controlled Trial
of the Efficacy of Supervised Toothbrushing in High-Caries-Risk
Children”. Caries Research vol 36 issue 4 (2002): pp 294-300.
The publication is distributed free of charge and commercial
reproduction is prohibited. DepEd encourages the distribution
in the education sector; photocopying of the report and part
of it for personal and educational purposes is allowed with
recognition of the source.
This publication is distributed free of charge and commercial
reproduction is prohibited.
Acknowledgements:
We thank the following for their support: Procopio Elementary
School, the Division of Batangas City, Division of Iloilo City
and Division of Guimaras.
Design: Christine Lüdke, www.malzwei.de
Photos: Ivan Sarenas; SEAMEO INNOTECH, PT Y&R MICE
October 2018
Supported by: GIZ; Save the Children; UNICEF

6 Chestnutt, I.G., F. Schafer, A.P. Jacobson, and K.W. Stephen. www.deped.gov.ph

“The Influence of Toothbrushing Frequency and Postbrushing
Rinsing on Caries Experience in a Caries Clinical Trial”.
Community Dent Oral Epidemiol. 26(6) (1998): pp 406–411.

7 "Delivering better oral health: an evidence-based toolkit for

prevention." Department of Health and the British Association
for the Study of Community Dentistry, 2017.

8 Tegegne, T.K., and M.M. Sisay. “Menstrual Hygiene Management

and School Absenteeism among Female Adolescent Students in
Northeast Ethiopia.” BMC Public Health 2014, 14:1118. (2014).
doi: 10.1186/1471-2458-14-1118.

9 van Palenstein Helderman, W.H., M.M. Kyaing, M.T. Aung et al.

“Plaque Removal by Young Children Using Old and New
Toothbrushes”. J Dent Res 2006 85 (2006): 1138- 1142.

10 “Growing Up Heathy - Things that Girls Need to Know” [Pamphlet].

(n.d.) Makati, Philippines: UNICEF.

34
 ADDITIONAL REFERENCES

MENSTRUAL HYGIENE MANAGEMENT HYGIENE INFORMATION

Growing Healthy. 1.HowHowfaecal

faecal germs spread? Sanitation Posters:
1.1.How faecal germs spread?
germs spread?

Things that girls need to know. 1. How faceal germs spread?

Booklet (12 pages) with useful Flies Fingers
Fingers
Fingers
2. How to improve school sanitation?
and practical information for girls; 3. Which tools do you need?
Flies

Faeces Flies Mouth

Food
Faeces Food Mouth
Faeces Food Mouth

International Medical Corps, Fields

Fit For School, GIZ
Save the Children, Unicef www.fitforschool.international/
Fields Fluids
Fields
Fluids
Fluids

www.susana.org/en/knowledge-hub/ wp-content/ezdocs/Sanitation_Posters_
resources-and-publications/library/ Name of School:
ARMM_2015.pdf
details/2888
Name of School:

www.fitforschool.international
Name of School:

www.fitforschool.international

www.fitforschool.international

Menstrual Hygiene
Menstrual Hygiene Management GROUP WASHING FACILITIES
Management Operational Guidelines; Save the Children
www.savethechildren.org/content/dam/
Operational Guidelines

global/reports/health-and-nutrition/ Scaling up – Group Handwashing in Schools

mens-hyg-mgmt-guide.pdf Compendium of Group Washing Facilities Across
the Globe; GIZ, Unicef, Fit For School International
www.fitforschool.international/resource/
Scaling up
Group Handwashing
scaling-up-group-handwashing-in-schools-
in Schools
Compendium of
Compendium of group
faCilities aCross
faCilities
group washing
aCross the
washing
the globe
globe
compendium-of-group-washing-facilities-
publication prepared by:
across-the-globe

WASHaLOT – Prefabricated
MINISTrY OF edUCATION, YOUTH ANd SPOrT Group Washing Facility for Schools
Publications and Video; Fit For School, GIZ

www.fitforschool.international/resource/
washalot-users-guide-cambodia

www.fitforschool.international/resource/
WASHaLOT
USer'S GUIde

Assembly & Maintenance Instructions for

a Prefabricated Group Washing Facility

washalot-prefabricated-group-washing-
WASHaLOT
FIELD GUIDE

Prefabricated Group Washing Facility

for Schools

facility-for-schools

www.fitforschool.international/resource/
group-washing-facilities-assembly-
instructions-maintenance
 MORE INFORMATION ABOUT
WASH IN SCHOOLS AND THE THREE STAR APPROACH

WASH IN SCHOOLS WASH IN SCHOOLS

THREE STAR APPROACH THREE STAR APPROACH

National Guidelines
WHAT YOU NEED TO KNOW

Water Sanitation
HOW TO REACH THE STARS HOW TO REACH THE STARS

DepEd Order No. 10, S. 2016, National Guidelines –

WinS Policy What you need to know
Policy and Guidelines for the Brochure (6 pages);
comprehensive WinS Program overview of all Three Star WASH IN SCHOOLS
THREE STAR APPROACH

Approach criteria

Deworming Health Education

HOW TO REACH THE STARS HOW TO REACH THE STARS

Orientation / Monitoring Water / Sanitation / Hygiene / 
Videos with more information Deworming  / Health Education –
How to reach the stars
Five booklets with detailed and practical
information on how to get active and
improve the star level

www.deped.gov.ph

WITH SUPPORT FROM:

Implemented by: