WASH for gender and adolescent inclusive schools in Nepal

This project aims to improve educational outcomes for girls and young people with disabilities in Bardiya by addressing four key root causes: low prioritisation of WASH (Water, Sanitation and Hygiene) in schools, lack of inclusive WASH facilities, gender inequality and harmful social norms, and limited economic opportunities for marginalised families. Working directly in four local government areas and indirectly in eight others, the project strengthens the capacity of 1,051 duty bearers, supports local governments to implement WASH in Schools progression plans, and promotes accountability through public and social audits. It also installs and models child-, gender- and disability-inclusive WASH facilities in 30 schools, alongside hygiene behaviour change sessions for students and teachers.

To tackle gender inequality and menstrual stigma, the project delivers media campaigns, participatory workshops, peer learning initiatives, and rights-based learning modules for 13,000 adolescents (girls, boys, and children with disabilities). These activities promote inclusive WASH, menstrual health and hygiene, and the right to quality education, while engaging parents and communities through multimedia outreach and advocacy briefs. In parallel, 60 families receive business planning training, access to finance, and start-up capital to strengthen household economic resilience.

The project is implemented in partnership with BASE Organisation, the National Federation of the Disabled Nepal, and the Nepal Fertility Care Centre, ensuring strong technical expertise in WASH systems, disability inclusion, and menstrual health management. Overall, the initiative seeks to ensure that girls, boys, and children with disabilities aged 11–20 have access to safe, inclusive, and gender-responsive learning environments. It will directly reach approximately 25,000 students and teachers and indirectly benefit over 43,000 community members, contributing to increased government commitment, improved school environments, and greater support for girls’ and children with disabilities’ rights to education.