Improving water, sanitation, and hygiene (WASH) services in schools is crucial to providing inclusive environments for all children to thrive in school. Particularly for children with disabilities, the school environment can serve as a barrier to their access and use of WASH facilities. This study examines strategies and programmes needed to promote safe and inclusive WASH services for primary schools in Ghana. We recruited 22 stakeholders from the Upper West Region of Ghana to complete an online concept mapping exercise. Participants generated eight themes they felt were important for promoting safe and inclusive access to WASH for students with physical disabilities (PWDs). These themes included ‘building special schools,’ ‘guidance services,’ ‘ensuring non-discrimination and fair treatment,’ ‘additional programs for PWDs,’ ‘local government interventions,’ ‘public sensitization,’ ‘teacher training,’ and ‘supervision.’ Statements that do not demand large resources or financial needs are frequently easier to execute than those that do. The GO-zone was utilized to identify easy-to-implement and important strategies as the first step in addressing WASH issues for PWDs. These findings can assist stakeholders in identifying strategies and activities they should prioritize in the short run to improve WASH among students with PWDs.
This study aims to improve WASH services in primary schools in Ghana for students with disabilities.
Twenty-two stakeholders generated eight themes to promote inclusive access to WASH facilities.
The GO-zone tool analysed the ease and importance of different strategies.
Results suggest prioritizing strategies that are both easy and important.
Findings can help stakeholders improve WASH for students with disabilities.