Awareness of asthma and its management in primary school teachers in Eastern Province

Disparities in allergy and asthma prevalence among schoolteachers

BACKGROUND

Evidence suggests that school factors influence the prevalence of allergic diseases in students. However, little is known about how such factors affect the health of teachers.

OBJECTIVE

We sought to compare the prevalence of allergic and respiratory conditions among teachers from urban, suburban, and rural schools.

METHODS

Electronic survey data were collected from a random sample of prekindergarten through grade 12 teachers in Massachusetts. Comparisons were made between teacher demographics and allergic respiratory symptoms.

RESULTS

Of the 398 respondents, median (SD) age was 45 (12.32) years; 71.8% of teachers taught in suburban schools, 76.6% were female, and 87.1% were White, similar to teacher demographics collected by the Massachusetts Department of Higher Education. Although there were more female teachers, male teachers more frequently reported adverse breathing symptoms, such as wheezing (P = .007). Over half of rural teachers (54.54%) experienced respiratory symptoms such as disrupted sleep due to coughing compared to 34.61% of suburban schoolteachers (P = .03). Almost half (48.26%) of public schoolteachers experienced exercise-induced chest pain compared to 37.03% of private schoolteachers (P = .05). A higher proportion of urban schoolteachers with asthma commonly missed school as a result of food allergy compared to suburban and rural schoolteachers with asthma (P = .02). In teachers undiagnosed with asthma, associations existed between school absences and nighttime awakening due to trouble breathing (P < .0001), persistent cough (P = .002), and sore throat (P < .0001) CONCLUSIONS: Rural and public teachers reported proportionately more respiratory symptoms compared to suburban and private teachers, suggesting disparities. Future studies addressing evidence-based solutions are needed.

A cross-country qualitative analysis of teachers' perceptions of asthma care in sub-Saharan Africa

Asthma is the most common chronic respiratory disease among school-going adolescents worldwide. However, the burden of severe asthma is highest in Sub-Saharan Africa. This study aimed to explore teachers' perceptions of asthma care across six African countries. We conducted focus group discussions (FGDs) using a semi-structured interview guide. Interviews were audio-recorded, transcribed verbatim and analysed thematically. FGDs were conducted in Kumasi(Ghana), Blantyre (Malawi), Lagos (Nigeria), Durban (South Africa), Kampala (Uganda), and Harare (Zimbabwe) between 01 November 2020 and 30 June 2021. We identified two key themes related to asthma care; barriers to asthma care and suggestions to improve the care of adolescents with asthma. Barriers reported by teachers included a lack of knowledge and skills among themselves, adolescents, and caregivers. In addition, some traditional beliefs of teachers on asthma exacerbated challenges with asthma care in schools. Regarding suggestions, most teachers identified a need for all-inclusive asthma training programmes for teachers, adolescents and caregivers, focusing on acute episodes and mitigating triggers. Utilising teachers with personal experiences with asthma to advocate and support these initiatives was suggested. Further suggestions included the need for annual screening to enable early identification of adolescents with asthma and clarify restrictions on teachers administering asthma medications. Teachers across African schools identify multiple barriers to asthma care. Structured school education programs and annual asthma screening are key to addressing some barriers to care.

Knowledge and experience of Primary Education teachers regarding childhood asthma: mixed study

OBJECTIVE

To analyze the knowledge of Primary Education teachers regarding asthma and learn about their experiences with the exacerbation of symptoms at school.

METHOD

Sequential explanatory mixed study. In the quantitative stage, the Newcastle Asthma Knowledge Questionnaire and the characterization instrument were applied. Data analyzed by descriptive and inferential statistics. The production of qualitative data occurred from written statements analyzed using the deductive content analysis method.

RESULTS

Two hundred and seven teachers, mostly women (92%) and working in public schools (82%). As for knowledge, 132 (63.8%) had unsatisfactory performance. The questions with the lowest rates of correct answers were about medications used regularly and during the attacks. Teachers with higher scores had less time in the occupation (p = 0.017) and had been diagnosed with asthma (p = 0.006). In the qualitative stage, 35 teachers participated and the statements corroborated the quantitative findings, especially in relation to the knowledge gap and feeling of greater safety among asthmatic teachers.

CONCLUSION

Teachers showed insufficient knowledge and reported fear and unpreparedness in the face of the situation.