The School Water Fountain Campaign
A Year 12 Health Studies student, Priya, wants to run a campaign to increase water consumption at her school. She has noticed that the two water fountains are old, one is broken, and students often buy soft drinks instead. She has three weeks, a budget of $150, and permission to survey students and run one lunchtime event. The principal supports the idea but says any changes to the fountains must go through the facilities manager, who is busy until next term. Priya's friend suggests she write a social media post shaming students who drink soft drinks. Priya wants to measure whether her campaign works.
1. Design a three-week advocacy plan for Priya, identifying her target audiences, messages, and actions, and explaining how she should measure impact.
Read the worked answer
Goal. Increase water consumption and support for repairing or replacing the fountains.
Target audiences.
- Students - to choose water more often.
- The principal - to endorse the campaign.
- The facilities manager - to prioritise fountain repairs.
- The Parents and Citizens group - potential funding source.
Messages.
- Students: 'Water is free, cold, and better for your concentration.' Keep it positive, not shaming.
- Principal: 'This campaign supports student wellbeing and costs little.'
- Facilities manager: 'A working fountain is a cheap health intervention with measurable demand.'
- P&C: 'A small grant could fund a filtered fountain.'
Actions.
- Week 1: Survey students on water access and barriers (baseline data).
- Week 2: Lunchtime event with a water taste test, reusable bottle giveaway, and a petition for fountain repairs.
- Week 3: Present survey and petition results to the principal and write a letter to the facilities manager. Post positively on social media - no shaming.
Measurement. Compare baseline and follow-up survey responses on daily water intake and on awareness of fountain locations. Count petition signatures and event attendance. Record whether the facilities manager responds. Use a simple before-and-after design and acknowledge that other factors may affect results.
Reject the shaming idea. Shaming is unethical, may stigmatise students, and is unlikely to change behaviour. It could also damage Priya's credibility.
2. The facilities manager says the fountains cannot be fixed until next term. Explain how Priya should adapt her campaign and why this does not mean the campaign has failed.
Read the worked answer
Priya should separate her campaign into short-term and long-term goals. In the short term, she can focus on what is within her control: raising awareness, increasing demand for water, and building support for the repair. For example, she could ask the principal to allow a temporary water station or a refill point at the lunchtime event, and she could publish the survey results to show demand.
She should also keep the pressure on the facilities manager by sending a short, evidence-based letter with the petition and a request for a timeline. This is a legitimate advocacy action and does not require the repair to happen immediately.
This does not mean failure because advocacy campaigns often have delayed outcomes. Success can be measured by intermediate indicators: number of students who know where the fountains are, number of petition signatures, a written response from the facilities manager, and a commitment to a repair date. Priya should record these as outcomes in her evaluation.
She should also reflect on what she learned about the decision-making process, which is itself a valid Health Studies outcome. If she has time, she could recruit a younger student to continue the campaign next term, which builds sustainability.