School Attendance Research Articles

The Longlasting Program Keluarga Harapan as Conditional Cash Transfer in Indonesia: The Existing Problems and the Policy Recommendations

Program Keluarga Harapan (PKH) is a conditional cash transfer program in Indonesia that requires beneficiaries to meet certain requirements such as school attendance and health checks. Adopted from similar models in Latin America, PKH aims to reduce short-term poverty and invest in the health and education of future generations. Since its launch in 2007, PKH has operated in various regions with different poverty and infrastructure issues. PKH faces several challenges, including mistargeting of beneficiaries and burdensome bureaucracy for the poor. To address this, improvements to the targeting system and simplification of document procedures are recommended. The program has also contributed to reducing stunting through improved nutrition and health education, although health facilities need to be improved. In the education sector, PKH has succeeded in increasing school enrollment and attendance, but has not significantly reduced child labor. In terms of livelihoods, PKH encourages beneficiaries to shift to non-agricultural jobs, although often only casual labor. This study uses descriptive and explanatory designs to describe and explain the evolution of the PKH policy from 2007. Descriptive design is used to describe policy changes that occurred during the period, while explanatory design is used to explain the factors that influence policy changes and their impact on program effectiveness. The results found that there were problems with PKH facilitators including insufficient numbers, high workloads, and low salaries, which affected their effectiveness. To improve the performance of facilitators, new recruitment, regular training, and increased salaries and working conditions are recommended.

Introduction to the digital health divide

Abstract This presentation will introduce the concept of digital health divide. It refers to inequalities in accessing and using digital technologies, leading to digital exclusion. Digital inclusion is defined by the United Nations as “equitable, meaningful, and safe access to use, lead, and design of digital technologies, services, and associated opportunities for everyone, everywhere”. Indeed, digitalisation is a worldwide phenomenon that permeates all levels of determinants of health inequities, leading to several populations being more adversely affected. Age, gender, education, and economic status are significant determinants amplifying the digital divide’s impact, with older individuals, women, less educated individuals, and economically disadvantaged populations bearing disproportionate effects. The relationship between the digital divide and health leading to the digital health divide can be direct and indirect. Here, access to the latest advancements in health technologies used along the health span (eHealth, mHealth) - from health prevention to patient care - can directly influence the user’s health. However, the lack of access to or use of existing technologies can also indirectly affect their well-being. A globally informative example of this indirect association is the lack of internet access in rural areas during the hard COVID-19 lockdowns, leading to the loss of a school year for many pupils. Indeed, school attendance and attainment are associated with better physical and mental health. Currently, there is a lack of operationalisation of the digital health divide, making it difficult to measure it accurately. The absence of a standardised evaluation and therefore evidence-based information hinders governments and organizations’ efforts to effectively address digital health divide.

The need for health-promoting school attendance efforts in a Norwegian context

Abstract Issue/problem There has been an increase in mental health issues among young people in Norway in recent years, as in other European countries. This seems to result in more school anxiety and school absence across different school contexts. To meet this challenge, health promotion theory has been applied to develop practices facilitating mastering and empowerment in school. Description of the problem The objective of the project has been to develop health promoting principles and practices that support students to thrive and learn in school. Six primary schools, two lower secondary schools, one upper secondary school and five adult learning centres have participated in workshops and discussions for a period of a year. The questions that this project aims to answer are: 1) How can teachers facilitate health promotion in school? 2) How can health promoting practices support school attendance? Results The following principles for health promotion in schools were developed: 1) acknowledging by seeing the whole person, 2) trusting each individual, 3) respecting by creating tolerance for differences, 4) facilitating mastery and achievement, 5) facilitating participation by letting students develop ownership to solutions, 6) creating safety through clear and predictable frameworks, 7) facilitating motivation through engagement, 8) building relations by meeting students where they are, 9) promoting significant values. Lessons Based on the operationalisation of health promotion in this project, it is recommended that school employees promote and facilitate acknowledgement, trust, respect, mastery, participation, safety, motivation, relations, and values. The health promoting principles developed may easily be transferred to other educational contexts with similar challenges. Key messages • It is important to create an acknowledging and respectful learning environment to facilitate health promotion in schools. • To support school attendance, the environment needs to be supportive of student participation and empowerment.

Overcoming Educational Barriers: Analyzing Root Causes and Solutions for Gender Disparity in Adivasi Education

This paper examines the current state of the gender gap in literacy rates and school education among Adivasi populations in India. Despite significant progress in overall literacy rates in recent decades, Adivasi communities, particularly Adivasi girls, continue to lag behind. We analyze the latest data from the Census of India, National Family Health Surveys, and other government reports to quantify the extent of the gender gap in literacy and school enrollment, attendance, and dropout rates among major Adivasi groups across different states. Root causes including poverty, lack of access to schools, cultural norms, early marriage, and lack of female teachers are explored. The paper also reviews recent government initiatives and welfare schemes aimed at promoting education of Adivasi girls and reducing gender disparity. Based on the analysis, targeted policy recommendations are made to accelerate progress in closing the gender gap and ensuring basic school education for all Adivasi girls in India.

Predictors of school attendance among children with cerebral palsy in Bangladesh.

To determine school attendance and its predictors among children with cerebral palsy (CP) in Bangladesh using population-based data. This study utilized data from the Bangladesh Cerebral Palsy Register (BCPR), a population-based register of children with CP aged less than 18 years in Bangladesh. Sociodemographic, clinical, and educational data were documented, and descriptive statistics and multivariate regression analyses were used to identify potential predictors of school attendance. Between January 2015 and January 2019, 2725 children with CP were registered into BCPR of which 1582 were school-aged children (i.e. aged 6-18 years). The majority of those children had not attended school (73.9%); 50% (n = 239) children in Gross Motor Function Classification System (GMFCS) levels I to II did not attend schools. Adjusted odds ratios (OR) showed significantly higher odds of school attendance among children whose mothers had completed secondary education or higher (adjusted OR: 2.2; 95% confidence interval [CI]: 1.2-4.0) and received rehabilitation (adjusted OR: 2.1; 95% CI: 1.4-3.1). Conversely, lower odds of school attendance were observed among children aged 15 to 18 years (adjusted OR: 0.4; 95% CI: 0.2-0.8), those with bilateral CP (adjusted OR: 0.5; 95% CI: 0.3-0.8), GMFCS levels III to V (adjusted OR: 0.3; 95% CI: 0.2-0.5), Manual Ability Classification System levels III to V (adjusted OR: 0.5; 95% CI: 0.4-0.8), and speech impairment (adjusted OR: 0.3; 95% CI: 0.2-0.6). A large number of children with CP in Bangladesh, including half of those with milder forms, do not attend schools. These findings underscore a deficiency in awareness and support, encompassing the provision of resources and trained teachers, highlighting the necessity for policy-level changes. Sociodemographic and clinical predictors should be taken into account when devising educational programmes to enhance school attendance for children with CP in Bangladesh.

Factors affecting school enrolment and attendance for children with disabilities in Bangladesh: Evidence from a cross-sectional survey

In Bangladesh, many disabled children are not attending school. Despite the country’s special policies, laws, and services, most disabled children face a barrier to enrollment in school. To increase the school attendance of children, particularly disabled children, research on barriers to school attendance is essential. It will help to ensure that all children, including those with disabilities, receive an education. This paper will investigate the factors associated with children with disabilities missing school. This study will utilize data from a large sample based on Nationally representative multiple indicator cluster survey 2019 in Bangladesh. The study group included 5024 disabled children ranging in age from 6 to 17 years. To determine the significant covariates for the multivariate analysis, a bivariate analysis was performed. The findings indicate that age of the child, gender, household head sex, education of the household head, area (urban/rural), husband age, whether the husband has more wives, and disability types are all associated with disabled children being absent from school. Using these findings, the government of Bangladesh and other stakeholders should advocate for policies and programs that reduce barriers to education and ensure that all disabled children attend school.

Growing up with juvenile idiopathic arthritis: Social issues

IntroductionJuvenile idiopathic arthritis is a chronic inflammatory condition interfering with daily activities, social integration, and school attendance in children because of pain and joint inflammation during disease flares. Online resources might help children with JIA improve their social interactions and enhance their knowledge about their disease and the available therapeutic strategies. ObjectiveThis study aims to reveal the social issues encountered by teenagers prone to JIA and determine their perception of the impact of social media on their daily life. Material and methodsWe conducted this study using inductive qualitative methods to describe the sociocultural perception and experience of adolescents with JIA aged between 8 and 16 years. ResultsIndividual interviews were held with 22 adolescents diagnosed with JIA. Fifty-two percent felt like outcasts and rejected by their peers because of their illness. Most of the participants expressed a need for their friends to be informed about their JIA diagnosis. Twenty-two-point-seven percent stated that they played sports for more than 5h a week. A total of 31.8% found their physical performance was not affected by their disease. Ninety-seven of the participants confirmed that they use social media on average 3h a day. YouTube and Facebook were ranked respectively as the first and the second preferred platforms. Seventeen percent of the children viewed these platforms as positive and helpful in dealing with JIA, especially by taking their minds off the pain, dealing with the stress resulting from the lack of mobility, and facilitating interactions with others. ConclusionSocial integration in children with JIA is still challenging. Social media is helpful in managing JIA and improving social interactions, and in gaining useful information.

Psychological, Informational, and Material Factors Impacting Girls’ Menstruation-related School Absenteeism in Rural Tanzania

Girls’ education remains a significant challenge in sub-Saharan Africa as it is estimated that 1 in 10 adolescent girls miss school during their menstrual cycle. In Tanzania, girls must attend school regularly to be sufficiently prepared for the National Examinations that serve as gatekeepers to higher education levels and advanced careers. Our current study focuses on contextual factors that limit Tanzanian girls’ school attendance during menstruation (ADM). Using descriptive and inferential statistical techniques and survey data from post-menarche adolescent girls (N = 610) in the Mara region of Tanzania, the findings revealed that psychological, physiological, informational, and material factors increase the likelihood of girls’ school absenteeism during menstruation. The results from this study indicate that generalized anxiety, depression, worry about menstruation, menstruation preparation, and menstrual pad material have a direct impact on ADM. The findings from this study have implications for educational policy and school leadership

Dysmenorrhea in Polish Adolescent Girls: Impact on Physical, Mental, and Social Well-Being—Results from POLKA 18 Study

Background: Dysmenorrhea, characterised by painful menstrual cramps, is a pressing issue among adolescent girls globally. It significantly impacts their quality of life and has been associated with increased mental health issues and engagement in risky behaviours like smoking. In Poland, there is limited research on menstrual health, emphasising the need for a study to understand dysmenorrhea experiences and their impact on young menstruating individuals. Methods: This research project investigated the effects of dysmenorrhea on quality of life and school attendance, as well as its associations with non-communicable diseases, including mental health among adolescent girls in Poland. Additionally, the study examined risk factors for non-communicable disease development, including high-risk health behaviours and exposure to violence. The study utilised a cross-sectional design, administering self-reported questionnaires in high schools and vocational schools in six voivodeships (regions) in Poland. The analysis was performed using the R language in the Rstudio environment. p-value < 0.05 was considered significant. Results: A significant percentage of respondents experienced heavy menstruation, irregularity, and pain. Adolescents with dysmenorrhea reported higher rates of school absenteeism, mental health issues (such as anxiety and panic attacks), and a higher likelihood of engagement in risk behaviours like smoking and illicit drug use. The study also identified associations between dysmenorrhea and experiences of violence, including sexual abuse and intimate partner violence, as well as links to self-harm and suicidal ideation. Conclusions: These findings contribute to understanding dysmenorrhea among Polish adolescent girls, emphasising the need for tailored interventions and support services. The study underscores the necessity of addressing menstrual health comprehensively, considering its impact on various aspects of young women’s lives and promoting their overall well-being.

One-to-one counselling and school attendance in the UK: a single group pre-post study

ObjectiveAbsence rates remain high in UK schools, with negative implications for attainment, life chances and inequality. Reasons for non-attendance are complex but include psychosocial factors. Few UK-based studies have evaluated...

Physical fitness of schoolchildren in the Metropolitan Region of Santiago: comparative analysis between types of educational establishments

Introduction: State and private subsidized schools usually have limited resources that may restrict the frequency and quality of physical activities offered in educational establishments. Objective: to compare the physical condition of schoolchildren between 6-14 years of age attending state, private subsidized and private schools in the boroughs of the Metropolitan Region of Santiago. Methods: we worked with a random sample by sex and age of 1656 schoolchildren aged 6-14 years. Anthropometry was measured (weight, height, arm circumference, waist circumference and skin folds). In addition, horizontal jump without impulse, grip strength and the distance covered in the six-minute walk test were measured. Results: there was a significantly higher proportion of obesity and waist circumference above the 90th percentile observed in students from state schools, compared to their peers from private and subsidized private schools. At the same time, girls in state schools had significantly lower physical performance, particularly in tests of grip strength and horizontal jump (p < 0.01). Conclusion: State and subsidized schools tend to face resource limitations that may restrict the frequency and quality of physical activities offered. This may lead to lower results in physical fitness tests and, therefore, to a higher prevalence of risk indicators for cardiovascular and metabolic diseases in these students. Therefore, it is urgent to increase the quantity and quality of daily exercise time and to stimulate participation in sports to prevent and promote cardiovascular health.

Sociodemographic trends in special educational needs identification in Wales

AbstractIn the context of an emerging new additional learning needs (ALN) system in Wales, this research explores who was likely to be identified with special educational needs (SEN) under the previous system. Our study reveals analysis of linked Welsh education and health data on SEN identification in learners in mainstream education settings born between 2002/3 and 2008/9. Using longitudinal multilevel modelling, we explore (i) who is likely identified with SEN and (ii) whether there is evidence of social patterning in SEN identification. We find that 48% of those born in the year 2002/3 were identified with SEN at some point during their schooling years. Furthermore, when controlling for health‐related variables, those who are identified with SEN in Wales were more likely to be male, White, from a deprived background, with lower school attendance, had not experienced breastfeeding and were born later in the academic year. Taken together, the research findings suggest that SEN identification was influenced by a child's context. The study thus underscores the critical importance of examining the relationship between socioeconomic, environmental and biological factors in SEN identification, urging for a comprehensive and cross‐organisation approach to enhance outcomes for learners with diverse needs. It also highlights the need for follow‐up research to explore unfolding trends as the new ALN system in Wales becomes fully implemented and integrated over the coming years.

Coverage with Selected Vaccines and Exemption Rates Among Children in Kindergarten - United States, 2023-24 School Year.

In the United States, states and local jurisdictions set vaccination requirements for school attendance, conditions and procedures for exemptions from these requirements, grace periods for submitting documentation, and provisional enrollment for students who need more time to be vaccinated. States annually report data to CDC on the number of children in kindergarten who meet, are exempt from, or are in the process of meeting requirements. Data reported by 49 states and the District of Columbia (DC) for the 2023-24 school year were used for national- and state-level estimates of the following measures: complete vaccination with required doses of measles, mumps, and rubella vaccine (MMR), diphtheria, tetanus, and acellular pertussis vaccine (DTaP), poliovirus vaccine (polio), and varicella vaccine (VAR); exemptions from vaccination; and school attendance while meeting requirements. The 2023-24 kindergarten class became age-eligible to complete most state-required vaccinations during the COVID-19 pandemic, after schools had returned to routine in-person learning. Compared with approximated national coverage levels across all reported vaccines for the 2019-20 (95%) and 2022-23 (93%) school years, coverage dropped below 93% for the 2023-24 school year, ranging from 92.3% for DTaP to 92.7% for MMR. Exemptions increased to 3.3%, compared with those during the 2022-23 (3.0%) and 2021-22 school years (2.6%). Coverage with MMR, DTaP, polio, and VAR decreased in 35, 32, 33, and 36 jurisdictions, respectively, compared with the 2022-23 school year. Exemptions increased in 41 jurisdictions, with 14 reporting that >5% of kindergartners had an exemption from one or more vaccine. Efforts by health departments, schools, and providers are needed to ensure that students begin school fully vaccinated.

Health, economic and social impacts of the Brazilian cash transfer program on the lives of its beneficiaries: a scoping review

BackgroundThe Bolsa Família cash transfer Program (BFP) aims to break the poverty cycle by providing a minimum income to poor families conditioned on their investment in human capital (such as, education and health) and currently is the largest Program in the world in terms of the number of beneficiaries. Because there is a scarcity of reviews grouping studies on the impacts of the BFP, the objective of this scoping review was to identify and describe studies which evaluate the impact of the BFP on poverty, health, education, and other related outcomes.MethodsWe searched for quantitative, qualitative, and mixed-method articles that assessed the impact of the BFP on any aspect of the beneficiaries' lives between 2003 and March 2021. We included quantitative articles that used experimental, quasi-experimental or pre and post comparison designs. We excluded articles that analyzed impacts on political outcomes. There was no age restriction for the participants. The search was done in seven electronic databases.ResultsOne thousand five hundred forty-six papers were identified and 94 fulfilled the inclusion criteria. Poverty and health outcomes were the most common outcomes studied. We found consistent evidence of the positive impact of the BFP on poverty reduction, as well as employment outcomes. We also found positive impacts in relation to mortality rates for children and adults, school dropout and school attendance among children and adolescents, and violence related outcomes such as homicide, suicide, crime, and hospitalization. However, we also found some evidence that BFP increased intimate partner violence and gender stereotypes among women and no evidence of impact on teenage pregnancy.ConclusionsOverall, the studies included found that BFP showed positive impacts on most poverty, health and education outcomes. More studies are needed to confirm some results, especially about violence and stereotype against women as there were few evaluations on these outcomes.

Socio-ecological factors associated with e-cigarette susceptibility and current use among Thai adolescents

International research documents the popularity of youth e-cigarette use and factors associated with consumption. However, less research has examined the behaviour in jurisdictions where such products are illegal. This study therefore investigated social and demographic factors associated with the use of e-cigarettes among youth in Thailand, where such products are prohibited. An online cross-sectional survey was conducted among middle and high school students (n = 6,111) to capture individual, interpersonal, organizational, and social factors potentially related to the behaviour. Multinomial logistic regression was used to assess associations with e-cigarette susceptibility and use. The prevalence of e-cigarette susceptibility was 15.9%, with 9.7% reporting current use. Risk factors, including lower GPA, current smoking, current substance use, and peer vaping, were associated with susceptibility (vs. non-susceptibility) and use (vs. susceptibility). Parental vaping was linked solely to current use, while middle school attendance, current alcohol use, exposure to e-cigarette use in school and exposure to online marketing, were linked to susceptibility. Negative attitude towards e-cigarettes and regular exposure to anti-e-cigarette activities in school were protective factors against both. High-risk perceptions and regular parental supervision were protective factors for susceptibility. Despite bans, a significant proportion of Thai youth engage in e-cigarette use or are susceptible to it. Unique factors influence susceptibility and use, highlighting the need for strengthening laws and adjusting prevention efforts.

Effects of Child Street Trading on Educational Outcomes in Lagos Nigeria

This study examines the effects of child street trading on educational outcomes in Lagos, Nigeria. Using a qualitative research design, data were collected through semi-structured interviews with parents and teachers to explore how street trading impacts school attendance, academic performance, and the cognitive and emotional development of children. Data were analyzed using thematic analysis, which involved emergent open coding to identify recurring patterns and themes. The analysis revealed four major themes: (1) disruption of school attendance and engagement, (2) academic performance and learning challenges, (3) cognitive and emotional development, and (4) socioeconomic pressures and educational aspirations. The findings show that street trading significantly disrupts children’s school attendance, leading to tardiness, missed classes, and exhaustion, which hinder their ability to concentrate and engage in learning. As a result, academic performance suffers, with children experiencing gaps in knowledge and declining grades. Additionally, the emotional toll of street trading was evident, with many children struggling with low self-esteem and feelings of failure, further diminishing their motivation to succeed academically. The study concludes that child street trading poses substantial barriers to educational success, perpetuating poverty and limiting future opportunities. These findings highlight the urgent need for targeted policies and interventions to mitigate the negative impact of street trading on children’s education in Lagos, Nigeria.

Influence of Parental Attitudes Towards Girls Regular School Attendance in Public Secondary Schools in Morogoro Municipality, Tanzania

The study was designed to examine the factors influencing parental attitudes towards girls' regular school attendance in public secondary schools in Morogoro Municipality, Tanzania. The study was guided by feminism theory based on the framework of gender relations. The study employed descriptive research design. Purposive sampling and simple random were used to determine the sample size from the target population for the study. The content validity of instruments was assured while reliability of the data collection tool was tested using Cronbach coefficient correlation for consistence. Internal consistence of items in the questionnaire was established at r=0.871. The quantitative data was analyzed by using descriptive statistical through Statistical Package for Social Sciences (SPSS) software version 25. While qualitative data was analyzed thematically. The study revealed that, lack of parental attention on their daughters’ education at home, early pregnancy and or marriages, cultural dance such as “vigodoro”, household chores and activities, tendencies of parents not to encourage girl-child education, poor parent’s education and security concern for girls were the major factors that hindered girls from attending school regularly. The study also found that, other factors apart from the socio-cultural factors included, level of the education of parents, parents’ occupation, missing parents, negative attitudes on girls’ education and long distance to school played a significant role in hindering girls from attending school regularly. The study proposed several remedial measures such as construct of girls’ hostel, establishment and or promoting gender equality policies and enhancing girls’ educational opportunities be put in place to facilitate girls’ regular school attendance. It was recommended that, advocating for the policy reforms to support gender equity in education, revising the current policy of fee-free education to be relevant with parent’s economic status and creating supportive school environments would support female students regular school attendance. Community engagement and the awareness campaigns could shift societal attitudes and foster parental support for girls' education. It was concluded that, addressing the socio-cultural factors and economic barriers is crucial for ensuring equitable access to education for girls in public secondary schools

Primary headaches in children

Headaches in children are common, and can have a significant impact on children’s school attendance and quality of life. Although most causes of headaches in children are benign, concern from clinicians and patient caregivers about missing a serious underlying cause can result in a high referral rate to secondary care. This article provides a succinct and practical approach to the assessment and management of a child presenting to general practice with a headache. This will include consideration of possible underlying pathology, diagnosis and management of primary headaches, with emphasis on managing lifestyle and psychosocial factors that negatively impact on headaches.

The Effect of Menstrual Hygiene Management on Girl Child School Attendance at St Marys Girls Vocational School in Kamukuzi Division, Mbarara City

This study assessed the effects of menstrual hygiene management on school attendance among female adolescent students at St. Mary's Girls Vocational School in Kamukuzi Division, Mbarara City. The researchers employed systematic random sampling to select 45 respondents from Form One and Form Two, as these students were expected to have experienced their menstrual periods. The majority of the respondents were aged 13-14 years. While some girls used handkerchief cloths or hand towels as menstrual management materials, most of them used sanitary pads and disposed of them in the toilets. The researchers conducted a Pearson correlation coefficient analysis in SPSS to examine the relationship between menstrual hygiene management and school attendance. The analysis revealed a weak positive correlation coefficient of 0.210, indicating a weak relationship between menstrual hygiene management and school attendance. However, the p-value of 0.167 suggested that the results were not statistically significant. The study concluded that there is an impact of menstrual hygiene management on school absenteeism, as girls who experienced longer periods tended to miss more school days. However, the weak relationship and lack of statistical significance indicate that other factors may also contribute to school attendance among adolescent girls, and menstrual hygiene management alone may not be the sole determinant. This study provides valuable insights into the challenges faced by adolescent girls in managing menstruation and its potential impact on their school attendance. It highlights the need for comprehensive menstrual hygiene management education and support programs in schools to ensure that girls have access to appropriate materials and facilities. By addressing these challenges, schools can create a supportive environment that promotes regular attendance and educational opportunities for all female students, even during menstruation

The effects of school-based hygiene intervention programme: Systematic review and meta-analysis.

Children are susceptible to infections due to frequent participation in school group activities and their often-suboptimal hygiene practices. Frequent infections in children affect school attendance, academic performances, and general health. The effectiveness of school-based hygiene-related intervention programmes need to be informed by updated high-quality synthesised evidence. In this systematic review, we searched PubMed and Cochrane CENTRAL for randomised and non-randomised interventional studies that evaluated school-based hygiene-related interventions. We assessed risk-of-bias (Cochrane risk-of-bias 2 tool), performed random-effect meta-analysis (RevMan 5.4) and rated certainty-of-evidence (GRADE). Thirty-nine trials (41 reports), published from 2011 to 2024 from 22 countries were included. Twenty-three studies contributed data for meta-analysis. All school-based interventions were compared with standard curriculum and demonstrated very low to low certainty-of-evidence due to study methodological limitations and imprecision. Hand-body hygiene interventions may improve knowledge, attitudes and practices (SMD 2.30, 95%CI 1.17 to 3.44, 6 studies, 7301 participants), increase handwashing practices (RR 1.75, 95%CI 1.41 to 2.17, 5 studies, 5479 participants), and reduce infection-related absenteeism (RR 0.74, 95%CI 0.66 to 0.83, 5 studies, 1017852 observations). Genital hygiene interventions may improve attitude (SMD 6.53, 95%CI 2.40 to 10.66, 2 studies, 2644 participants) and practices (RR 2.44, 95%CI 1.28 to 4.68, 1 study, 1201 participants). However, intervention effects on oral hygiene appeared mixed, with worsening of the oral hygiene score (SMD 3.12, 95%CI 1.87 to 4.37, 2 studies, 652 participants) but improved dental hygiene (SMD -0.33, 95%CI -0.53 to -0.13, 3 studies, 4824 participants) and dental caries scores (SMD -0.34, 95%CI -0.52 to -0.16, 4 studies, 2352 participants). Limited evidence suggests that interventions targeting hand-body and genital hygiene practices may improve knowledge, practices, and infection-related absenteeism. However, the effects on oral hygiene intervention appeared mixed. Future research should strengthen randomisation and intervention documentation, and evaluate hygiene-related behaviour, academic performances and health outcomes.