Abstract
Objective
School-based vision programs (SBVPs) are one approach to increase access to vision
care by providing vision screenings, eye examinations, and eyeglasses directly in
schools. Few studies report on the perspectives of teachers and staff, who are important
stakeholders, on SBVPs. We examined teacher and staff perspectives on their involvement
in SBVPs.
Design
Qualitative study using focus groups.
Participants
Teachers and staff at Baltimore and Chicago public schools served by SBVPs between
2016 and 2018.
Methods
We conducted 21 semistructured focus groups with 117 teachers and staff in 10 Baltimore
and 11 Chicago public preK–12 schools that participated in SBVPs. Sessions were recorded,
transcribed, and coded using inductive thematic analysis.
Results
Participants identified 2 main themes regarding teacher and staff involvement in SBVPs:
(i) program outreach, including using multiple communication modalities to engage parents,
explaining program details to families, and helping with program consent form return
and (ii) promoting vision health, including identifying vision problems in the classroom,
encouraging eyeglasses wear, and supporting eyeglasses maintenance. Participants also
discussed limitations in capacity to partake in these activities.
Conclusion
Teachers interact with parents and students throughout the SBVP process, undertaking
important roles in outreach and health promotion to ensure uptake of SBVP services.
SBVPs and other school-based health programs should explore strategies to support
teachers in the roles they fill to optimize program impact.
Objectif
Les programmes de dépistage visuel en milieu scolaire (PDVMS) accroissent l'accès
aux soins visuels grâce au dépistage des troubles de la vue, à la réalisation d'examens
oculaires et à la prescription de lunettes au sein même des écoles. Peu d’études se
sont penchées sur le point de vue des enseignants et des membres du personnel de soutien
– intervenants importants – sur les PDVMS. Nous avons donc entrepris d'examiner la
perspective des enseignants et des membres du personnel de soutien en ce qui a trait
à leur participation aux PDVMS.
Nature
Étude qualitative faisant appel à des groupes de discussion.
Participants
Enseignants et membres du personnel de soutien d’écoles publiques de Baltimore et
de Chicago qui ont pris part à un PDVMS entre 2016 et 2018.
Méthodes
Nous avons dirigé 21 groupes de discussion semi-structurés réunissant 117 enseignants
et membres du personnel de soutien d’écoles publiques de la prématernelle à la fin
du secondaire (10 à Baltimore et 11 à Chicago) qui ont pris part à un PDVMS. Les séances
étaient enregistrées, transcrites et codées à l'aide d'une méthode d'analyse thématique
inductive.
Résultats
Les participants ont identifié 2 thèmes principaux en ce qui a trait à la participation
des enseignants et du personnel de soutien au PDVMS: (i) la promotion du programme,
notamment l'utilisation de multiple modes de communication pour solliciter l'intérêt
des parents, l'explication des détails du programme auprès des familles et l'aide
en matière de récupération des formulaires de consentement du programme, d'une part,
et (ii) la promotion de la santé visuelle, y compris le dépistage des troubles de
la vision dans la classe, l'encouragement du port des lunettes et l'appui en matière
d'entretien des lunettes, d'autre part. Les participants ont également abordé la question
des limites relatives à leur capacité de prendre part à ces activités.
Conclusion
Les enseignants interagissent avec les élèves et leurs parents pendant toute la durée
du PDVMS et jouent des rôles importants en matière de promotion du programme et de
la santé visuelle pour s'assurer que leurs élèves profitent des services du PDVMS.
Les PDVMS, au même titre que les autres programmes de promotion de la santé en milieu
scolaire, doivent envisager des stratégies pour appuyer les enseignants dans les rôles
qui leur permettent d'optimiser les effets de ce type de programme.
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Article info
Publication history
Published online: July 17, 2021
Accepted:
June 15,
2021
Received in revised form:
May 27,
2021
Received:
February 6,
2021
Identification
Copyright
© 2021 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.
