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School-based water, sanitation and hygiene (WASH) promotion often lacks strategies to sustain behaviors beyond the promotion period. This paper describes school community engagement, in the form of a hygiene committee to institutionalize a school-based hygiene intervention and its role in implementation and sustainability. With formative data on existing hygiene practices from four urban and rural elementary schools, we arranged a workshop to design a low cost, acceptable, and feasible hygiene intervention. We formed hygiene committees including student representatives in each of four additional schools, and piloted and assessed the hygiene intervention. The hygiene committee members' active role supported intervention facilities, materials and maintenance, and promoted targeted behaviors. They encouraged continued use of hygiene materials and provided funds to cover the cost of consumables. The teachers' commitment, student motivation, and financial cost recovery facilitated continued intervention activities. During the 14-months follow-up assessment, the hygiene committee activities were still in place in all schools. The dual involvement of teachers and students in hardware maintenance ensured hygiene intervention consumables availability, functionality, and retention in the pilot schools. The hygiene committee facilitated intervention implementation and sustained functionality. Future school interventions should consider this approach in the implementation processes and cost-recovery strategies.

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以学校为基础的水、环境卫生和个人卫生 (WASH) 宣传往往缺乏在宣传期结束后维持行为的策略。本文描述了学校社区的参与，以卫生委员会的形式将学校卫生干预制度化，及其在实施和可持续性中的作用。根据四所城乡小学现有卫生习惯的形成性数据，我们安排了一次研讨会，设计低成本、可接受且可行的卫生干预措施。我们在另外四所学校中成立了包括学生代表在内的卫生委员会，并试点和评估了卫生干预措施。卫生委员会成员积极发挥作用，支持干预设施、材料和维护，并促进有针对性的行为。他们鼓励继续使用卫生材料，并提供资金来支付消耗品的费用。教师的承诺、学生的积极性和财务成本回收促进了干预活动的持续进行。在14个月的跟踪评估中，所有学校仍然开展卫生委员会活动。教师和学生双重参与硬件维护确保了试点学校卫生干预耗材的可用性、功能性和保留率。卫生委员会促进了干预措施的实施和维持功能。未来的学校干预措施应在实施过程和成本回收策略中考虑这种方法。