This review examines recent research on interventions aimed at improving water sanitation and hygiene (WASH) education in Rwandan schools, focusing on their impact on academic outcomes. Studies reviewed employed a range of quantitative methods including randomized controlled trials (RCTs), cross-sectional surveys, and longitudinal data analyses. Qualitative studies often used focus groups and interviews to explore perceptions and practices related to WASH education. Findings indicate that while some campaigns showed modest improvements in hygiene behaviors among students, the impact on academic performance varied significantly across different schools and interventions. While there is evidence of changes in WASH knowledge and behaviour, more robust studies are needed to establish causal relationships between these changes and educational outcomes. Methodological challenges include the complexity of attributing effects solely to WASH education campaigns. Future research should consider integrating WASH education with broader school improvement initiatives and explore how contextual factors influence campaign effectiveness.