By Snigdha Devi
Introduction
Hygiene is not just a personal habit—it is a social responsibility that shapes the health and development of future generations. In a country as diverse and densely populated as India, the promotion of hygiene among children plays a crucial role in preventing diseases, ensuring well-being, and building a culture of health awareness. Schools, as the first formal institutions where children learn discipline and values, are the most effective places to introduce hygiene education early. When hygiene becomes a part of daily school life, it creates lifelong habits that extend from classrooms to homes and communities (Government of India, 2020).
The Current Context of Hygiene in India
India has made significant progress in sanitation and hygiene in the last decade, especially through national campaigns such as Swachh Bharat Abhiyan (Clean India Mission). Yet, challenges persist. Many schools, particularly in rural and semi-urban areas, still lack proper toilets, clean drinking water, or waste disposal systems. According to the Swachh Vidyalaya Abhiyan report, although most schools have toilet structures, a substantial proportion remain non-functional due to poor maintenance and lack of water facilities (Ministry of Education, 2018).
Hygiene education in India is often treated as a one-time awareness event rather than a continuous learning process. Children may be told to “wash their hands” or “keep their surroundings clean,” but without consistent practice and motivation, these lessons fade quickly. Introducing hygiene from the early stages—in kindergarten and primary school—creates a strong foundation for lifelong healthy behavior.
Why Early Education Matters
Children are naturally curious and receptive. Habits formed in early childhood often stay for life because both the brain and behavior are still developing. When schools integrate hygiene into early education, it teaches children not only what to do but also why it matters.
Research conducted in Uttarakhand and Assam revealed that school-based hygiene education significantly improves children’s knowledge and practices of personal hygiene (Khawa et al., 2021; Das & Hazarika, 2024). Moreover, early hygiene education influences family behavior: young children often remind parents or siblings to wash hands or maintain cleanliness, extending the positive impact beyond school boundaries.
Learning hygiene early also contributes to:
Reducing absenteeism due to illness (BMC Public Health, 2025).
Improving concentration and performance by maintaining physical comfort and health.
Encouraging gender equity, as clean and safe facilities help girls attend school without hesitation.
Creating civic responsibility, where cleanliness becomes part of moral and social values.
Key Areas of Hygiene Education in Schools
To make hygiene education meaningful, schools can focus on the following core areas:
1. Personal Hygiene
Children should be taught simple daily routines—brushing teeth twice a day, washing hands before eating and after using the toilet, wearing clean clothes, and keeping nails trimmed. Teachers can use storytelling, songs, and games to make these lessons engaging. Studies show that experiential learning improves retention and practice of hygiene among children (Khawa et al., 2021).
2. Oral and Food Hygiene
Oral health is often neglected in school programs. Teacher-led oral hygiene education in Udaipur showed significant improvement in children’s oral health practices and measurable outcomes (Jain et al., 2016). Similarly, lessons on food hygiene—like eating fresh, home-cooked food and avoiding roadside snacks—help children make safer dietary choices.
3. Environmental Hygiene
Classroom cleanliness, proper waste disposal, and clean playgrounds teach students that hygiene is a shared duty. Simple systems like “class cleanliness monitors” or rotating duties for watering plants and collecting litter encourage ownership of their surroundings (Ministry of Education, 2018).
4. Water and Sanitation Awareness
Children should learn the importance of clean drinking water, the safe use of toilets, and water conservation. Practical demonstrations—such as how to purify water or maintain toilets—can strengthen their sense of responsibility. The Swachh Vidyalaya initiative emphasizes access to functional, gender-segregated toilets and clean water for every school (Government of India, 2020).
5. Menstrual Hygiene Education
From upper primary onwards, both girls and boys should receive basic menstrual hygiene education. Open discussions supported by teachers or health professionals can remove taboos and promote empathy. According to UNICEF India (2023), proper menstrual hygiene management programs in schools improve attendance and comfort levels among adolescent girls.
Methods to Integrate Hygiene in Early Schooling
1. Curriculum Integration
Hygiene should not be confined to health periods. It can be woven into various subjects:
In language classes, children can read or write stories about cleanliness.
In art, they can design posters on hygiene.
In moral science, discussions can link cleanliness with social responsibility.
The National Education Policy (NEP 2020) encourages holistic education, which includes life skills such as health and wellness (Government of India, 2020).
2. Activity-Based Learning
Children learn best through experience. Activities such as:
Demonstrations on handwashing using soap and water.
Hygiene-themed competitions or puppet shows.
“Clean Classroom Days” each week.
make hygiene learning enjoyable and memorable (Das & Hazarika, 2024).
3. Teacher and Parent Involvement
Teachers must serve as role models. When students see teachers practicing hygiene—using dustbins, washing hands, maintaining neatness—they naturally follow. Schools should also involve parents through awareness meetings to continue habits at home.
4. Infrastructure Support
Education alone is incomplete without proper facilities. The government and local communities should ensure:
Separate and functional toilets for boys and girls.
Clean drinking water.
Handwashing stations with soap.
Waste bins and composting areas.
Studies in Mirzapur, Uttar Pradesh, show that improved school WASH (Water, Sanitation, and Hygiene) facilities reduce absenteeism and increase health awareness among students (Gupta et al., 2022).
5. Health Clubs and Peer Learning
Creating “Student Health Clubs” empowers older children to guide younger ones. Peer-to-peer learning builds leadership and a sense of shared responsibility (BMC Public Health, 2025).
Policy Support and Government Initiatives
The Government of India has undertaken several initiatives like the Swachh Vidyalaya Abhiyan and Swachh Bharat Mission to improve school sanitation infrastructure. The NEP 2020 also emphasizes wellness and life skills education. Yet, reports indicate the need for continuous monitoring and maintenance (Ministry of Education, 2018). Collaboration between local governments, NGOs, and schools is vital to sustain improvements.
The Role of Digital and Community Media
Digital tools and community media can amplify hygiene education. Animated videos, interactive apps, and classroom visuals demonstrate correct practices effectively. In rural areas, community radio and local language campaigns can reinforce these lessons outside school (UNICEF, 2023).
Challenges Ahead
Despite progress, several challenges remain:
Limited funding and maintenance of sanitation infrastructure.
Insufficient teacher training on health and hygiene.
Cultural taboos surrounding menstruation.
Behavioural resistance to sustained practice.
To address these, hygiene should be seen not only as a health issue but also as a core educational outcome linked to student well-being and national development.
Conclusion
Introducing hygiene from early stages of schooling in India is not a small reform—it is a foundational investment in public health and social development. When children learn hygiene as part of their daily school life, they become ambassadors of change within their families and communities. A clean classroom today shapes a cleaner, healthier India tomorrow. The responsibility lies with all—teachers, parents, policymakers, and students—to make hygiene not just a lesson, but a lifelong habit.
References
Das, S., & Hazarika, P. (2024). Knowledge and Practice of Personal Hygiene among Primary School-Going Children in Rural Assam. Indian Journal of Community Health.
Government of India. (2020). National Education Policy 2020. Ministry of Education. https://www.education.gov.in/en/nep/about-nep
Gupta, R., Verma, S., & Singh, P. (2022). Impact Assessment of WASH Interventions in Schools in Majhawan Block, Mirzapur District, India. Indian Journal of Science and Technology.
Jain, M., et al. (2016). Effect of Training School Teachers on Oral Hygiene Status of 8–10-Year-Old Government School Children of Udaipur City, India. Journal of Clinical and Diagnostic Research, 10(9), ZC25–ZC29.
Khawa, S. P., & Deol, R. (2021). Knowledge and Practices Regarding Personal Hygiene among Primary School Children in Rishikesh, Uttarakhand. International Journal of Community Medicine and Public Health, 8(12).
Ministry of Education. (2018). Swachh Vidyalaya Abhiyan Report: Clean India Mission in Schools. Government of India.
UNICEF India. (2023). Menstrual Hygiene Management and WASH in Schools: Progress Report.
BMC Public Health (2025). Assessing and Comparing Knowledge, Attitude, and Practices Related to Water, Sanitation and Hygiene among Government and Non-Government School Students in Gujarat: A Mixed Method Study.
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