School Comfort Rooms: Impact on Students

Introduction: Importance of Comfort Rooms in Schools

• Comfort rooms are critical for students' well-being and productivity by addressing physical and hygienic needs.
• Well-maintained and accessible comfort rooms can positively impact students' concentration, attendance, and academic success.
• Poor sanitation leads to the spread of diseases, reduces academic performance, and causes psychological discomfort.
• Hygienic facilities, especially for female students, promote inclusivity, boost involvement, and improve achievement.
• Felisberto Verano National High School faces issues related to maintenance, access, and hygiene supplies in its comfort rooms, hindering student concentration and participation.

Research Aim and Significance

• The study aims to explore how proper sanitation facilities influence students’ physical health, emotional comfort, and academic experience.
• It seeks to provide insights for school administrators and policymakers to develop strategies for improving sanitation infrastructure.
• The study emphasizes the role of comfort rooms in fostering an inclusive and supportive learning environment that upholds students’ dignity and well-being.

Theoretical Framework

• Self-Determination Theory (SDT): Meeting needs like comfort room access influences psychological well-being by fostering autonomy, competence, and relatedness (Deci & Ryan, 2021).
• Broaden-and-Build Theory: Positive emotions from clean comfort rooms build personal resources, such as resilience and adaptability (Le & Fredrickson, 2021).
• Environment-Behavior Model: Quality educational facilities impact psychological safety and motivation, signaling institutional care and minimizing distractions (Chaudhry et al., 2024).
• Psychological Safety: Adequate comfort rooms ensure basic needs are met, reducing anxiety and promoting academic engagement (Zhang & Liu, 2023).
• Inclusivity: Accessible comfort rooms cater to all students, including those with disabilities, promoting dignity and belonging (Smith & Johnson, 2022).

Schematic Diagram of the Study

• The study assesses the current status of comfort rooms based on accessibility and cleanliness.
• It examines the impact of comfort room conditions on students' physical, emotional, and psychological health.
• It analyzes sanitation practices and management efforts by the school to maintain and improve comfort room conditions.

Statement of the Problem & Hypothesis

• This study investigates the accessibility of comfort rooms and their role in supporting students' well-being at Felisberto Verano National High School.
• Key areas of investigation are accessibility and cleanliness, the impact of comfort room use, the relationship between comfort room status and student well-being, and potential sanitation practices.
• Null Hypothesis: There is no significant relationship between the current status of comfort rooms and the impact of its use on student well-being.

Significance of the Study

• Department of Education: Findings can inform policies and programs that prioritize sanitation facilities in schools.
• LGU Cortes - Education Council: Provides guidance for allocating resources to upgrade and maintain comfort rooms.
• School Administrators: Empowers them to improve facilities, allocate resources, and design sustainable management practices.
• Parents: Highlights the importance of clean facilities for their children’s health and encourages involvement in maintaining school sanitation.
• Students: Addresses how comfort room quality influences their physical health, emotional comfort, and academic performance.
• Future Researchers: Serves as a reference for further studies on school sanitation and student health.

Scope and Limitations

• The study focuses on the impact of comfort rooms' adequacy and maintenance on students' well-being.
• It will examine cleanliness, accessibility, and provided facilities, and how hygiene support contributes to health and comfort.
• The study is limited to a specific sample from Felisberto Verano National High School, focusing on student perspectives.
• It does not include external environmental factors or broader community sanitation issues.
• Respondents are randomly selected students from Grades 7-12, and the study is conducted in the 2024-2025 school year.

Definition of Terms

• Accessibility: How easily students can access comfort rooms without barriers.
• Cleanliness: The maintenance and hygiene standards of comfort rooms.
• Facilities: Amenities available in comfort rooms, such as toilets, sinks, and waste disposal.
• Health: The overall physical and mental state of students influenced by comfort room conditions.
• Maintenance: Regular cleaning, repair, and supply replenishment in comfort rooms.
• Sanitation: Provision of waste disposal, running water, and cleaning protocols.
• Well-Being: Holistic state of students' physical, mental, and emotional health.

Review of Related Literature: Foreign Studies

• Accessible restrooms enhance student well-being by alleviating stress and providing comfort (Osatogbe & Ahmad, 2023).
• Insufficient restroom facilities can lead to discomfort, while clean restrooms have a positive impact on mental well-being (Pruneri, 2021).
• Poor conditions can adversely impact physical and emotional health, while well-maintained facilities foster a more positive environment (Okoro et al., 2021).
• Properly maintained restrooms minimize stress and discomfort, creating a more positive school experience (Canoog et al., 2024).

Review of Related Literature: Local Studies

• Improvements in school toilets promote student well-being by meeting basic needs (Duijster et al., 2021).
• Access to support systems positively affects students’ mental and physical health (Corpuz, 2023).
• Satisfaction with school facilities enhances educational experiences (De La Salle University, 2021).
• Structured maintenance strategies enhance school conditions and promote student well-being (Pido et al., 2023).
• Proper hygiene and sanitation in school restrooms support students' physical and emotional wellness (Bautista & Silva, 2023).

Review of Related Studies: Foreign Studies

• Unsanitary restrooms lead to dehydration, health issues, and reduced focus (Ayers, 2022).
• Schools with inadequate facilities have higher illness and absenteeism rates (Mendell & Heath, 2023).
• Gender-neutral restrooms and private stalls create a safe environment and promote inclusivity (Moore & Lackney, 2024).
• Poor sanitation in low-income areas leads to reduced attendance and well-being (Chen et al., 2021).
• Inclusive and private restrooms support mental health and reduce stress (Lopez & Bruna, 2025).

Review of Related Studies: Local Studies

• Access to private areas alleviates anxiety and stress for university students (Gonzales & Santos, 2021).
• Comfort areas in Philippine universities improve students' mental health (Alvarez & Fernandez, 2023).
• Safe environments within educational institutions help students relax and strengthen community (Bautista & Mendoza, 2024).
• Comfort spaces assist students with stress management (Diaz & Reyes, 2022).
• Comfort spaces offer emotional support, reduce anxiety, improve concentration, and aid academic achievement (Tan & Villanueva, 2025).

Synthesis

• Accessible and well-maintained school bathrooms are essential for students’ well-being.
• Clean restrooms reduce stress, while insufficient facilities harm mental health.
• Proper cleanliness lowers physical health risks & well-maintained restrooms foster a happy learning atmosphere.
• Well-maintained restrooms with gender-neutral amenities promote respect and emotional security.
• Maintenance techniques improve cleanliness standards and student well-being.
• Comfort zones promote mental relaxation, lowering stress and enhancing academic results.

Research Methodology: Research Design

• This study employed a quantitative survey research design to explore the impact of personal necessity support on students' well-being.
• The quantitative method specifically addressed research questions 1 and 2.
• Data collection involved surveys.
• Researchers conducted participatory observation to validate numerical responses.

Research Methodology: Research Locale

• This study was conducted at Felisberto Verano National High School (FVNHS) in Cortes, Surigao del Sur.
• The school is accessible and located near the sea and mountains, providing a serene environment.
• It enrolls junior and senior students from Grade 7 to Grade 12 in the 2024-2025 school year.

Research Methodology: Research Respondents

• Participants were Grade 7-to-12 students of Felisberto Verano National High School, enrolled in the 2024-2025 school year.
• Out of 552 students, 108 were selected as sample respondents.
• A systematic sampling technique was used, involving every 5th student.

Research Methodology: Research Instrument

• A researcher-made questionnaire was designed to gather data on the impact of personal necessity support.
• The questionnaire assessed comfort room accessibility, cleanliness, and their influence on well-being.
• It used a Likert scale format to measure responses numerically.

Research Methodology: Data Gathering Procedures

• Researchers gained approval from the school principal and research adviser.
• They met with student respondents to launch the survey.
• Participatory observations validated the data.
• Statistical tools were used to analyze the findings and identify the relationship between personal necessity support and well-being.

Research Methodology: Statistical Treatment

• Data was tallied, tabulated, analyzed, and interpreted using appropriate statistical tools.
• Frequency counting was used to quantify specific variables.
• Weighted mean considered associated weights and data representation.
• Standard deviation measured the dispersion of data points around the mean.
• Spearman’s Rank Correlation Coefficient determined the relationship between the study’s two variables.

Presentation, Analysis, and Interpretation of Data: Accessibility

• Comfort rooms are separated by gender and grade level (3.88).
• There is a gap in the provision of sanitation supplies, particularly soap and towels (3.29).
• The comfort rooms are generally safe to use (3.82).
• Most respondents agree that there is regular water supply (3.66).
• Most respondents agree that comfort rooms safety locks can be used by students (3.89).

Presentation, Analysis, and Interpretation of Data: Cleanliness

• Satisfaction with how regularly the rooms are maintained with a score of 3.86
• Odor control concerns exist with a score of 3.40
• Comfort rooms have clean water (3.76).
• Comfort rooms were provided with trash bins (3.63)
• Comfort rooms are well maintained to avoid clogging (3.54)

Presentation, Analysis, and Interpretation of Data: Impact on Well-Being

• This shows the stress caused caused by poorly maintained comfort rooms (3.89)
• Limited influence of comfort room accessibility on students attending school (2.87)
• Most respondents feel comfortable using the school comfort room (3.96)
• Participants agree they have regular personal necessity care using comfort rooms (3.67)
• The participants feel at ease knowing that comfort rooms are clean and stocked with necessities (3.79)
• Majority of respondents worry about health when they cannot access the comfort room (3.65)
• Most students are distracted from studies due to unpleaseant odors (3.66)
• They get distracted in class when they cannon urinate because comfort rooms are unaccessible (3.59)

Presentation, Analysis, and Interpretation of Data: Correlation

• Accessibility and impact indicated a weak relationship (0.022)
• Cleanliness and impact indicated no meaningful relationship (-0.005)
• Students' perception of accessibility does not significantly influence their well-being (0.822).
• No meaningful relationship exists between cleanliness and well-being (0.962).
• While accessibility and cleanliness are connected, neither appears to significantly affect students' well-being

Summary of Findings

• Comfort rooms were properly separated by gender and grade level (3.88).
• There is a lack of sanitation supplies (3.29).
• Students were satisfied with regular cleaning (3.86), but issues with odor control remained (3.40).
• Unclean restrooms contributed to student stress (3.89).
• Restroom accessibility had little impact on school attendance confidence (2.87).
• Weak relationship between accessibility and well-being (0.022)
• Weak relationship between cleanliness and well-being (-0.005)

Conclusions

• A need to improve hygiene resources for better student comfort and health.
• Focus on better odor control methods are necessary.
• Maintaining cleanliness is important to support student well-being.
• Other factors may play a more significant role in student well-being.

Recommendations

• School should provide consistent supplies of essential sanitation items.
• Increase amount of ventilation.
• Conduct regular deep cleaning can also help maintain a fresh environment.
• Increase the frequency of cleaning and ensure that comfort rooms are always well-maintained
• Focus on other areas such as improving restroom design and privacy since current factors have little affect.