Fig 1.
Parasitologic surveys and schistosomiasis elimination interventions in low-prevalence and hotspot areas of the SchistoBreak project in Pemba, Tanzania, from 2020 to 2024.
Fig 2.
Exposure categories of schools to behavior change communication (BCC) interventions and participation in surveys from 2020–2024.
Schools participation in BCC intervention periods and participation of children in questionnaire interviews about their schistosomiasis-related knowledge, attitude, and practices (KAP), and urine examinations for determining Schistosoma haematobium infection in Pemba, Tanzania, from 2020-2024.
Table 1.
Characteristics of children participating in questionnaire interviews about their schistosomiasis-related knowledge, attitude, and practices (KAP) in 18 schools in Pemba, Tanzania, that were either not exposed to behavior change communication (BCC), or exposed to BCC for a different frequency of intervention periods, from 2020-2024. LIQR: lower interquartile range; UIQR: upper interquartile range.
Fig 3.
Schistosomiasis-related knowledge among children from 18 schools in Pemba, Tanzania.
Schistosomiasis-related knowledge among children who were either not exposed to behavior change communication (BCC) (A; n = 10 schools), or exposed to BCC for one intervention period (B; n = 4 schools), for two intervention periods without a gap (C; n = 3 schools), or for two intervention periods with a 1-year gap (D; n = 1 school).
Fig 4.
Schistosomiasis-related attitude among schoolchildren from 18 schools in Pemba, Tanzania.
Schistosomiasis-related attitude among schoolchildren from 18 schools who were either not exposed to behavior change communication (BCC) (A; n = 10 schools), or exposed to BCC for one intervention period (B; n = 4 schools), for two intervention periods without a gap (C; n = 3 schools), or for two intervention periods with a 1-year gap (D; n = 1 school).
Fig 5.
Water-related practices that exposed schoolchildren from 18 schools in Pemba, Tanzania, to Schistosoma haematobium transmission. Schoolchildren who were either not exposed to behavior change communication (BCC) (A; n = 10 schools), or exposed to BCC for one intervention period (B; n = 4 schools), for two intervention periods without a gap (C; n = 3 schools), or for two intervention periods with a 1-year gap (D; n = 1 school).
Table 2.
Awareness and use of washing platforms among children from 18 schools in Pemba, Tanzania, who were either not exposed to behavior change communication (BCC), or exposed to BCC for a different frequency of intervention periods, from 2020–2024.
Fig 6.
Distribution of knowledge scores (A) and attitude scores (B) of children from 18 schools in Pemba, Tanzania, who were either not exposed to behavior change communication (BCC) (n = 10 schools), or exposed to BCC for one intervention period (n = 4 schools), for two intervention periods without a gap (n = 3 schools), or for two intervention periods with a 1-year gap (n = 1 school) in the final survey of the SchistoBreak project in 2024.
The box plots show minimum, maximum, median, and interquartile ranges. The white diamond represents the arithmetic mean.
Fig 7.
Association between behavior change communication (BCC) exposure frequency and knowledge score, attitude score, practices and Schistosoma haematobium infection.
Association between BCC exposure frequency using a linear mixed-model for children’s knowledge (A) and attitude (B), and using a logistic mixed-model for children’s washing practices (C) and S. haematobium infection (D), as assessed in the final survey of the SchistoBreak project in Pemba, Tanzania, in 2024. Note that n*/N represents the proportion of children with knowledge or attitude scores >0, respectively and that n/N represents the proportion of children with unsafe water use parctices or S. haematobium infection, repsectively. The blue line shows the 95% confidence intervals (CIs). OR: odds ratio.